This article seeks to provide elements for the debate over the criteria utilized by Capes (National Council for the Improvement of Higher Education) for the evaluation of graduate programs in Physical Education and their consequences, especially for those that focus on pedagogical and sociocultural matters. Based on a paper by Kokubun (2003), who is currently the Capes representative for the area of Physical Education, questions are raised and suggestions are put forth in a manner that highlights the complexity of the scientific and pedagogical practices undertaken by programs in the field.