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The way content dimensions are treated in materials to support the curriculum has not been sufficiently analyzed yet. The aim of this study was to analyze the content of high school Physical Education teacher’s books in the state of Sao Paulo in terms of conceptual, procedural and specially attitudinal aspects. Only 50% of the contents integrated the distinct typological dimensions. Additionally, only 51.1% of the content integrated the subcategories of the attitudinal dimension. The curriculum material has important educational proposals that go beyond teaching in its technical and instrumental dimension. However, attitudinal goals need to be made more explicit, and in some teaching units, attitudinal contents do not meet all requirements needed for meaningful learning.

O MATERIAL DE APOIO CURRICULAR PARA A EDUCAÇÃO FÍSICA DO ESTADO DE SÃO PAULO SEGUNDO AS TIPOLOGIAS DOS CONTEÚDOS