This thesis focuses on the pedagogical practice of physical education teachers who work in the early years of elementary school in order to understand the knowledge that serves as the basis for their teaching work. Based on the understanding that the teaching knowledge constitutes a social reality that is established in the articulation between social and individual aspects, it was understood in the context of this research, that, when knowing this knowledge and its production dynamics in the teaching practices of teachers it is possible to build a given reading of physical education teaching in schools that can contribute to their understanding. The study was guided by the following question: what knowledge is mobilized and, at the same time, mobilizes physical education teachers to carry out the teaching of this curricular component at school as they do in the context of their classes? From this questioning, another question was presented as a constituent part of the research problem: what contributions can the study of teaching knowledge of physical education teachers bring to the teaching of physical education in schools? The field research was developed with the collaboration of two physical education teachers from the initial years of a school in the municipal education network in the city of Limeira / SP, Tiago and Eduardo (fictitious names). The steps performed were: an initial period of observation of the classes recorded in a field diary; conducting a semi-structured interview with each teacher; video recordings of these teachers' classes, totaling approximately 23 hours and 20 minutes; of this total, 21 scenes of lessons from each teacher were chosen for the co-analysis of their contents by teachers and researcher in two simple self-confrontation interviews with each teacher; semi-structured and simple selfconfrontation interviews were transcribed for analysis. For reading, analysis and understanding of the data / findings of the field research, the evidentiary paradigm for the interpretive movement carried out was inspired. One aspect highlighted regarding the teaching knowledge of teachers Tiago and Eduardo was their plurality of knowledge, informed by different social spaces: knowledge from childhood, from other professional spaces (out of school), from student experiences in physical education, from academic training to teaching, the curriculum of their teaching network and their own teaching experiences. Their teaching knowledge proved to be inseparable in all its plurality and heterogeneity. From the experience in the profession, the issue of teaching appropriations of the didactic-pedagogical discourses of the area was intensely analyzed, which always appeared crossed by the teachers' knowledge. The study of the teaching knowledge of the two teachers participating in the study from their teaching practices and their pedagogical discourses proved to be an important "window" for issues that permeate the professional practices of school teachers and indicates an interesting movement of approximatio...