Resumo: Discutimos a crise brasileira e o processo político que levou à ascensão de um conservadorismo reacionário e ao impeachment de Dilma Rousseff. Procuramos mostrar de que forma as personagens centrais da conjuntura encarnam interesses reais de classes, especialmente aqueles vinculados ao capital financeiro e a seus agentes internos, bem como oferecer elementos para que o leitor entenda os limites da democracia no Brasil e os resultados da política de conciliação de classes em nosso país. Palavras-chave:Crise. Democracia. Impeachment. Conservadorismo. Reacionarismo. Abstract:In the article we discuss the Brazilian crisis and the political process that led to the rise of the reactionary conservatism and Dilma Roussef´s impeachment. We have tried to show how the main characters of the situation embody real interests of the social classes, mainly those interests linked to the financial capital and its internal agents. We have also tried to offer elements for the reader to understand the limits of democracy in Brazil, and the results of the class coalition policy in our country.Keywords: Crisis. Democracy. Impeachment. Conservatism. Reactionarism.* O presente texto foi escrito para palestras e conferências que fiz para debater a conjuntura brasileira, realizadas entre maio e agosto de 2016. Uma primeira versão dele foi publicada na revista virtual Práxis e Hegemonia Popular, do IGS/Brasil (International Gramsci Society do Brasil), setembro de 2016. A versão que apresento agora retoma o texto com algumas modificações e acréscimos. Devo ao camarada Marcos Botelho, professor da ESS/UFRJ, algumas boas conversas sobre a conjuntura. As conclusões a que cheguei são de minha inteira responsabilidade.

In 2006, the European Union published its recommendations on competences for lifelong learning. Since then, key competences have been integrated into the official curriculum in Spain. The objectives of the present study are: a) to describe the strategies used most frequently by physical education teachers to incorporate key competences in their programmes; and b) to identify the profiles of teachers and schools that promote the inclusion of key competences in their physical education programmes. Data were collected via a questionnaire administered to a sample of 2051 physical education teachers in primary and secondary schools in Spain. The results show that while teachers include key competences in their programmes, they do not usually do so explicitly. The competences most frequently included are: social and citizenship skills; autonomy and personal initiative; learning to learn; and knowledge of, and interaction with, the physical world. To develop these competences, lesson plans often aim to integrate knowledge, skills and attitudes, apply problem-solving approaches, and foster the transfer of learning to everyday life. The lack of interdisciplinarity emerges as a negative aspect. Factors favouring the inclusion of competences are the provision of competence-based training for teachers and the presence of a coordination system for dealing with competences in the school. The conclusion drawn is that merely including key competences in the official curriculum is not enough; reinforcement and correction of all the aspects mentioned are essential to ensure that adequate attention is paid to competences in physical education programmes.

RESUMEN:El presente estudio examina la motivación hacia la práctica deportiva de personas con discapacidad que forman parte del deporte federado. La muestra está compuesta por 134 deportistas de ambos géneros y diferente discapacidad. Como instrumento se ha utilizado el Cuestionario "Participation Motivation Inventory", de Gill, Gross y Huddleston, adaptado al deporte Paralímpico y que describe las principales razones que incitan a la actividad deportiva. En los resultados no se han encontrado diferencia significativa entre hombres y mujeres, ni entre ciegos -discapacitados visuales y discapacitados físico motriz. Sobre la motivación de la práctica deportiva, cabe destacar la importancia dada a los factores de condición física y salud, tales como practicar deporte, mejorar el nivel, competir, sentirse bien o divertirse, muy por encima de por ser popular, por influencia de los entrenadores o satisfacer a los padres. Palabras clave: deporte adaptado, motivación deportiva, discapacidad.

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