摘要：The various denominations adopted to identify the Physical Education (PE) qualification, provided it some features that recognize the physical and motor development as capable of contributing for the integral education of the human being without, however, attributing meaning to the actions culturally produced and socially determined. Contrarily, its professional intervention has been operating widely and in a diversified way in three complementary areas: the consolidated, the legitimated and those in a stage of identity recognition. Such comprehensiveness is understood from the existing qualification, based on ludic, pedagogic and athletic segments. Evidences of the multiple situations treated are presented with a fundament on the pertinent technical literature, mostly those referring to the experience of the Collective Health Group of the State University of Campinas (Universidade Estadual de Campinas).
其他摘要：The various denominations adopted to identify the Physical Education (PE) qualification, provided it some features that recognize the physical and motor development as capable of contributing for the integral education of the human being without, however, attributing meaning to the actions culturally produced and socially determined. Contrarily, its professional intervention has been operating widely and in a diversified way in three complementary areas: the consolidated, the legitimated and those in a stage of identity recognition. Such comprehensiveness is understood from the existing qualification, based on ludic, pedagogic and athletic segments. Evidences of the multiple situations treated are presented with a fundament on the pertinent technical literature, mostly those referring to the experience of the Collective Health Group of the State University of Campinas (Universidade Estadual de Campinas).
