The purpose of this article is to present a social epistemology concerning the following object: the split body and mind in the school and in the Physical Education. The choice of the related theoretical basis to approach the object in question is focused in the interest to distinguish a new interpretation that modulates the antagonism between the materialistic and idealistic matrices that has been used to argue this subject for years. Particularly, our approach concerns to epistemic determinations that the modern paradigm of the human reality splited in body and mind enables in relation to the sociohistorical constructions around the power procedures in the scope of the school and the Physical Education. For in such a way, we establish, among others, a dialogue with Thomas Popkewitz and Michel Foucault, authors who turn on the social epistemology and the power relations, respectively. Furthermore, our work discusses specifically about the school as a power device that administrates its sociocultural ideals on the ground of the split between body and mind. Besides, we investigate the fact that school and Physical Education uses the technics and technological knowledges, developed under the dissension paradigm, in order to improve the power´s relation in favor to sociocultural adjustments related to humans ways about to think (mind) and to act (body), in a general and in a particular way. Finally, we discuss the phenomenon of the sport as a political stage and as a place where is possible to administrate knowledges and powers. Because it has the capacity to assure direct operations on the ways of life of the population in favor of ideological proposals, that under the modern society they unilaterally seeks to control the ways of subjectivation of the individual and collective citizens.