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How do the Physical Education courses interpret the National Curriculum Guidelines? What discursive practices underlie the curricula development for the bachelor and associated degrees? These are the two questions that guided this work, and based on them five private institutions in the Midwest region of Minas Gerais were investigated. We take into account that the whole curriculum should be seen as a space permeated by power relations. In addition, we discuss how the Guidelines's interpretations are underpinned by power relations that shape the curriculum, as acquired in a social arena of struggle. The data collection was performed through literature review and semi-structured interviews and, to discuss the Guidelines, we worked with document analysis. Analytically speaking, while researching the history of educational reforms in Physical Education courses, we noticed a certain emphasis on stability and harmony, not exactly in change. The surveyed institutions have chosen to maintain a more comprehensive curriculum structure, without clearly choosing one of the possible degrees, thus not making considerable changes in their curricula. [ABSTRACT FROM AUTHOR]