Taking as a reference the hegemonic process of teachers\u2019 development in Brazil, it can be said that the school performance assessment was limited, during a long time, to verify wether the student has learned or not what had been taught for him by means of a value judgement based in rational standards or parameters. In the Physical Education field, teachers\u2019 practice was always linked to the traditional education through reproduction of teaching models, which were based in the development of physical, social and economic attitudes and in sport skills, whose main evaluation strtategy is to compare, classify and select the student according to his physical and biometrical performance. As a result of the criticisms done to that traditional model, in the early 80s\u2019 it were built new evaluative strategies pointing to the teaching models turned to an enlarged educational perspectives. However, because of the social, political, economic and pedagogic difficulties found in Brazil, only after the 90s, with the fight of democracy restoration and the school autonomy, it was possible to develop in group, curricular proposals and evaluative projects that looked for the wholistic dialect of students, teachers and school. Thus, the purpose of this paper is to present the praxiological basis of an evaluative project to School Physical Education, under NEPECC\/UFU* assistence, which is being discussed and implemented gradually in the City, state and federal Elementary School teaching in Uberl\u00e2ndia, Minas Gerais State, Brazil. Its intention is to contribute to a student\u2019s participative development from the critical way and use of knowledge of the body and human culture.<\/p>\n\n