Over the years, there has been a solidification of the discourse of integral education in the implementation of educational and sports public policies. In this article, we will seek to understand how the discourse of integral education appears in the context of public policies through the analysis of documents from the programs Mais Educação (PME), Novo Mais Educação (PNME) and the Segundo Tempo (PST). In the PME and PST, holistic development appears as a proposal for training physical education classes having as a means experiences that have meaning. On the other hand, the PNME aimed at results and returns in favor of a unilateral and reductionist vision. We conclude that the PME and PST programs represented a viable alternative for phenomenological training where sport was used to develop the axiological, physical and affective aspects of human training.