TThe purpose of this paper is to understand how the beliefs of Physical Education (PE) teachers about obesity in school-age children may help or hinder the prevention efforts on that area. For this study, we applied the ethnographic method in an urban public school. Data was collected through the following techniques: observation of participants, in-depth interviews, focal groups, and documentary analysis. Rich and abundant data was collected and triangulated using sources that validated the research results. The findings report on physical activity limited to the classroom environment, obesity as a barrier for children to participate  in PE, exclusion of children  with obesity from PE practices, female teachers  providing privileges to students who have fewer limitations for physical activity and neglecting  those who need encouragement, and how students shape their own beliefs.

Physical Education; teachers; beliefs; child obesity; theoretical-practical foundation