This study aims to identify and to discuss the social representations that teachers of a Municipal Center for Childhood Education in Vitória/ES have about physical education. It also examines the extent to which these representations are closer or more distant from the Preschool Curriculum Guidelines of the municipality. Data were generated by participant observation and semi structured interviews. The highlights were the representations that conceived physical education as a moment of rest to regent teachers and as an auxiliary school subject to meet the school demands. Furthermore, the devaluation of the physical education and the adoption of a sport-oriented model of intervention indicate divergences with the proposed by the Municipal Curricular Guidelines.
Physical Education; Childhood Education; Social Representation