The purpose of this study was to investigate how Physical Education (PE) teaching approach in public high schools (HS) context happens considering the guidelines provided by São Paulo State Curriculum (SPSC) and its supporting materials, questioning which contents are selected by teachers, whether there are other sources used to elaborate their classes and furthermore, analyzing their personal conceptions about the field. The sample of this study was made of 62 teachers who answered an online form containing four open questions and a sum of closed questions. The main references considered for the literature review were based on themes concerning the role of scholar education; curriculum theories; HS official guidelines; SSC and PE; PE identity and teacher training. The open questions were analyzed based on the Content Analysis Method (BARDIN, 1988), which led the discussion along with Medium Ranking calculus for Likert Scale questions and descriptive statistics for the closed questions. The results of this investigation showed that this group of teachers in general: a) teach using SPSC in their classes, emphasizing the axes of content named "sports" and "body, health and beauty", at the expense of other proposed contents in this guideline; b) define PE using historically consolidated terms such as "body culture", "movement culture", "body" and/or "health", even though they frequently broad their definitions with romantic, utopic or displaced ideasa foreseen diagnosis made by Tani (1991; 2011)given the undefined body of knowledge in the PE area; c) answer contradictorily when asked about PE's classification as a "Language" area in the SPSC; d) claim to follow SPSC, whether by occupational obligation, by the positive aspects of the guideline, or even by criticizing the proposal; e) describe their teaching approaches revealing that SPSC's contents are considerably embodied, however, using their experience knowledge and context adjustments as well, nevertheless showing the aforementioned perspectives of life quality, health and sports. As a conclusion, the PE teaching approach -defined by Silveira (2019) as the ways of being and acting in the face of curriculum demands, pressures and adaptations exercised by the educational systems and the incoming requisitions from the school contextfinds in the SPSC, after more than ten years since its implementation in the State of São Paulo, an important source for these teachers, whilst PE as a field of knowledge and scientific research remains incipient when considering the conceptualization of complete script approaches, which could foment the professionals at their classes and schools.