Background: This work seeks to understand how young students/athletes reconcile or reconciate school career and the career of the sport. We chose to do it from the autobiographies and
biographies authorized of high-level athletes, seeking to understand also how the family contributed and influenced the development of this double process. We analyze the authorized autobiography of
tennis Andre Agassi, Rafael Nadal, Gustavo Kuerten and football player Socrates. To guide this work we use the study of Gilberto Velho on individual project and the texts of Norbert Elias about the
biography of Mozart.
Methods: We chose the Content Analysis as methodological procedure. We organize the work in three moments: first a pre-analysis of the material. In the second phase, which is to
exploit the material, we use qualitative analysis software webQDA data. In conclusion, we made inferences and interpretations also inherent to the method chosen, to fulfil its last phase.
Results: The father of Andre Agassi, an ex-olympic athlete, built a tennis court in back of his house and introduced the son in the sport. Gustavo Kuerten, inspired by the older
brother, sought the tennis lessons at the age of 6 years with the encouragement of parents also competed officially. Rafael Nadal started in tennis at the age of 4 years being trained by his uncle,
former tennis professional, who is his coach to this day. Another uncle of Rafael was player of Barcelona and Spain national football team. The father of Socrates was amateur soccer athlete, but has
not encouraged his son in sports career. Agassi's father found the school a waste of time, with 14 years Agassi began studying by correspondence to complete elementary school. His mother conducts
school activities for the child who completes the course. At the age of 16 years Rafael was enrolled in a distance course, he left soon after. Gustavo Kuerten completed high school without delay and
stopped studying. In 1972, as a student at the University of Medicine of USP, Socrates plays his first game as a professional football player.
Conclusions: The parents have success in what they plan as a project of life for the children. The three tennis players have reached number 1 of the ATP ranking. Socrates father has
planned for his son the medical career, what of truth never happened. Despite graduating at USP’s school of Medicine, he developed his professional career in football. The develop career of Socrates
shows us that we must consider, noting Elias (1994), that the aspirations of individuals will changing from their life experiences, which fatally modifies projects established at the beginning of
life. When you look at the conclusions of this work we can realize that the consequences of this conciliation or the lack of it, do not obey a pattern, which highlights the lack of a regulation that
delimit the actions of reconciliation between the two careers.