For Kunz (1991, P. 23) ' ' The pupils with some esportivo talent, beyond having the possibility to participate more actively in such a way external esportivas competitions as extraclassroom, receive for the evaluation on the part from the professors always optimum conceito' '. In this direction, he perceives yourself that the sport practised in the lessons of Physical Education still is far from being a relatively inclusive content, making with that the children if frustrem for not having necessary abilities for the practical one of any esportiva modality. Another one aggravation the practical esportiva in the lessons of Education Physics is the lack of materials, physical spaces so that the pupils, mainly the ones that live in the urban zone, can usufruct spontaneous form, leaving for diverse practical times the active movement of the corporal ones for the passivity of the television. (KUNZ, 1991). Kunz (1991) still standes out that the urban centers are almost that exclusively appropriate for the practical one of the normatizado sport (with rules), of competition, that is the sport offered and practised in the lessons of Physical Education.
Sport must to be treated as form to make with that the pupil reflects and argues its action in the game, that can beyond educating, to bring the respect lends stops with its ' ' adversrios' ' , that it interacts and socializes, that looks for to show that of the other side of squares does not have ' ' adversrios' ' yes involved colleagues in one exactly process of learning and socialization (KUNZ, 1991). For Bracht (1992, p.63) ' ' the sport really educates, more the applied education that is to take the individual to emphasize values, norms of behavior, typical of the capitalist society. Taking the individual to the acomodamento and not to questionamento' '. The sport in the school was treated predominantly as a way for athlete formation.