A desconstrução heideggeriana da metafísica como terapia da condição humana / La desconstrucción heideggeriana de la metafísica como terapia de la condición humana / The heidegger's deconstruction of metaphysics as therapy for the human condition

RESUMO O texto, resultado de um estudo teórico, reflete sobre o potencial do pensamento do filósofo Martin Heidegger no que se refere às possibilidades nele contidas de reexperimentar o fundo a partir do qual os nossos empreendimentos teóricos e práticos se constituem. A ênfase recai sobre a desconstrução e fecundidade nela presente para a psicologia e para outras ciências humanas. Situaremos o problema, apresentaremos em traços gerais o seu pensamento e apontaremos alguns desafios que representam indícios de uma terapia para as explicações, teorias e práticas de cuidado com o ser humano. Esse movimento para dentro do ambiente não tematizado onde vivemos e pensamos, mas que é a condição de possibilidade deste mesmo ambiente, se constitui como acesso à condição humana, na direção da proximidade com o inaugural. E permite a compreensão e liberação do ser humano para além dos projetos ônticos, resultando em terapia das terapias especializadas, em terapia da condição humana no mundo.

RESUMEN El texto, resultado de un estudio teorético, refleja sobre el potencial del pensamiento del filósofo Martin Heidegger en lo que se refiere a las posibilidades en él contenidas de reexperimentar el fondo desde donde se desarrollan nuestros emprendimientos teóricos y prácticos. El énfasis recae sobre la deconstrucción y la fecundidad en ella presente para la psicología y para otras ciencias humanas. Situaremos el problema, presentaremos en trazos generales su pensamiento y apuntaremos algunos desafíos que representan indicios de una terapia para las explicaciones, teorías y prácticas de cuidado con el ser humano. Este movimiento hacia el ambiente no tematizado donde vivimos y pensamos, pero que es la condición de posibilidad de este mismo ambiente, se constituye como acceso a la condición humana, en la dirección de la cercanía con lo inaugural. Y permite una comprensión y liberación del ser humano más allá de los proyectos ónticos, resultando en una terapia de las terapias especializadas, en una terapia de la condición humana en el mundo.

ABSTRACT The text, result of a theoretical study, reflects on the potential of the philosopher Martin Heidegger's thinking about the possibilities contained therein to re-experience the background from where our theoretical and practical undertakings are constituted. The emphasis lies on deconstruction and fecundity present in it for psychology and other human sciences. We will situate the problem, present in general outlines his thinking and present some challenges that represent indications of a therapyfor the explanations, theories and practices of care for the human being. This movement into the non-thematized environment where we live and think, but which is the condition of possibility of the same environment, is constituted as access to the human condition, in the direction of proximity to the inaugural. And it allows an understanding and liberation of the human being beyond ontic projects, resulting in a therapy of specialized therapies, a therapy of the human condition in the world.

A comparison of the performance on extrinsic and intrinsic cartographic visualizations through correctness, response time and cognitive processing.

The aim of this study was to compare the performance of two bivariate visualizations by measuring response correctness (error rate) and response time, and to identify the differences in cognitive processes involved in map-reading tasks by using eye-tracking methods. The present study is based on our previous research and the hypothesis that the use of different visualization methods may lead to significant cognitive-processing differences. We applied extrinsic and intrinsic visualizations in the study. Participants in the experiment were presented maps which depicted two variables (soil moisture and soil depth) and asked to identify the areas which displayed either a single condition (e.g., "find an area with low soil depth") or both conditions (e.g., "find an area with high soil moisture and low soil depth"). The research sample was composed of 31 social sciences and humanities university students. The experiment was performed under laboratory conditions, and Hypothesis software was used for data collection. Eye-tracking data were collected for 23 of the participants. An SMI RED-m eye-tracker was used to determine whether either of the two visualization methods was more efficient for solving the given map-reading tasks. Our results showed that with the intrinsic visualization method, the participants spent significantly more time with the map legend. This result suggests that extrinsic and intrinsic visualizations induce different cognitive processes. The intrinsic method was observed to generally require more time and led to higher error rates. In summary, the extrinsic method was found to be more efficient than the intrinsic method, although the difference was less pronounced in the tasks which contained two variables, which proved to be better suited to intrinsic visualization.

"Storytelling as a vehicle of healing": Johanna Shapiro, PhD, professor, psychologist, poet, medical humanities scholar.

This commentary reflects the professional life story of a respected editor, poet, and champion of medical humanities, Johanna Shapiro. A psychologist by training, Johanna's work in medical humanities is well known and respected by health professionals in multiple venues. It is within family medicine that Johanna found her professional home. Her work has focused on the value of storytelling as a vehicle of healing, helping health professionals at all levels of training better understand their patients' experiences of illness and healing. The understanding helps patients more deeply connect to their illness and wellness. This commentary offers a tribute to Johanna's professional life and her contributions to family and narrative medicine. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Conversations with Buer.

The communicative practice of pathography, or illness narratives, is emerging within the field of medical humanities. Pathography is a modality through which one may express their embodied experience of illness and their relations with the health care system. Offering voice and agency to the patient, pathography also holds potential as an empathy training tool for medical staff. Research is illuminating the ways in which illness narratives can act as a bridge between the lived experiences of the ill and the institutional treatment practices of the health care system. "Conversations With Buer" is an example of a personal illness narrative depicting the interaction between mental illness, gendered subjectivity, and health care services. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Relato de experiência: Uma narrativa científica na pós-modernidade / Experience report: A scientific narrative in the post-modernity / Relato de experiencia: Una narrativa científica en la posmodernidad

A construção do conhecimento científico organiza-se numa multiplicidade, permanentemente desafiada a elaborar modos de leituras da realidade. Esse estudo apresenta o Relato de Experiência (RE) como produto científico próprio às ciências humanas e à pós-modernidade. Análise documental realizada entre 12/2017-01/2018, pesquisou periódicos da área da psicologia, classificados no quadriênio 2013-2016, na Plataforma Sucupira. Analisados 170 periódicos, identificou-se que apenas cinco aceitam o RE como um documento científico, esses de origem brasileira e vinculadas aos mais importantes programas de pós-graduação na psicologia brasileira e situados nas regiões Sudeste e Centro-Oeste. O Resultado reafirma a limitada força política do RE e a potência da perspectiva empirista cartesiana nos domínios da pesquisa em psicologia. Neste artigo, discute-se a importância do RE como narrativa que legitima a experiência enquanto fenômeno científico, e propõe-se seis passos de referência para sua construção.(AU)

The construction of scientific knowledge is organized in a multiplicity, permanently challenged to elaborate ways of reading reality. This study presents the Report of Experience (RE) as a scientific product specific to human sciences and postmodernity. The study is a documentary analysis carried out between 12/2017-01/2018, that has researched periodicals of the psychology area, classified in the quadrennium 2013-2016 in the Platform Sucupira. After analyzing 170 journals, it was identified that only five accepted the ER as a scientific document, those of Brazilian origin and linked to the most important post-graduate programs in Brazilian psychology and located in the Southeast and Center-West regions. This result reaffirms the limited political force of the RE and the power of the cartesian empiricist perspective in the fields of psychology research. We discuss the importance of RE as a narrative that legitimizes experience as a scientific phenomenon and proposes six reference steps for its construction.(AU)

La construcción del conocimiento científico se organiza en una multiplicidad, con el desafío permanente de elaborar formas de leer la realidad. Este estudio presenta el Informe de experiencia (ER) como un producto científico específico para las ciencias humanas y la posmodernidad. El estudio es un análisis documental realizado entre el 12/2017-01/2018, publicaciones periódicas investigadas del área de psicología, clasificadas en el cuadrienio 2013-2016 en la Plataforma Sucupira. Después de analizar 170 revistas, se identificó que solo cinco aceptaron la ER como documento científico, las de origen brasileño y vinculadas a los programas de posgrado más importantes de la psicología brasileña y ubicadas en las regiones sudeste y centro-oeste. Este resultado reafirma la fuerza política limitada de la ER y el poder de la perspectiva empesista cartesiana en los campos de la investigación en psicología. Discutimos la importancia de la ER como una narrativa que legitima la experiencia como un fenómeno científico y propone seis pasos de referencia para su construcción.(AU)

Medical Students' Exposure to the Humanities Correlates with Positive Personal Qualities and Reduced Burnout: A Multi-Institutional U.S. Survey.

BACKGROUND: Literature, music, theater, and visual arts play an uncertain and limited role in medical education. One of the arguments often advanced in favor of teaching the humanities refers to their capacity to foster traits that not only improve practice, but might also reduce physician burnout-an increasing scourge in today's medicine. Yet, research remains limited. OBJECTIVE: To test the hypothesis that medical students with higher exposure to the humanities would report higher levels of positive physician qualities (e.g., wisdom, empathy, self-efficacy, emotional appraisal, spatial skills), while reporting lower levels of negative qualities that are detrimental to physician well-being (e.g., intolerance of ambiguity, physical fatigue, emotional exhaustion, and cognitive weariness). DESIGN: An online survey. PARTICIPANTS: All students enrolled at five U.S. medical schools during the 2014-2015 academic year were invited by email to take part in our online survey. MAIN MEASURES: Students reported their exposure to the humanities (e.g., music, literature, theater, visual arts) and completed rating scales measuring selected personal qualities. KEY RESULTS: In all, 739/3107 medical students completed the survey (23.8%). Regression analyses revealed that exposure to the humanities was significantly correlated with positive personal qualities, including empathy (p < 0.001), tolerance for ambiguity (p < 0.001), wisdom (p < 0.001), emotional appraisal (p = 0.01), self-efficacy (p = 0.02), and spatial skills (p = 0.02), while it was significantly and inversely correlated with some components of burnout (p = 0.01). Thus, all hypotheses were statistically significant, with effect sizes ranging from 0.2 to 0.59. CONCLUSIONS: This study confirms the association between exposure to the humanities and both a higher level of students' positive qualities and a lower level of adverse traits. These findings may carry implications for medical school recruitment and curriculum design. "[Science and humanities are] twin berries on one stem, grievous damage has been done to both in regarding [them]... in any other light than complemental." (William Osler, Br Med J. 1919;2:1-7).

"Play" and People Living With Dementia: A Humanities-Based Inquiry of TimeSlips and the Alzheimer's Poetry Project.

This paper is a humanities-based inquiry, applying Huizinga's framework of homo ludens ("man the player") to consider "play" in the context of two participatory arts programs (TimeSlips and the Alzheimer's Poetry Project) for people living with dementia. "Play," according to this Dutch historian, is at the heart of human activity and what gives meaning to life. Despite empirical research on play across the life course, play in dementia care is a relatively new idea. In addition, there is a dearth of reports based on humanistic inquiry which has slightly different goals than the growing body of qualitative and quantitative studies of participatory arts interventions. Play is not used to infantilize and trivialize people living with dementia but as a way to explore potential for expression, meaning-making, and relationship-building in later life. The arts programs were conducted at two residential care facilities, Scharwyerveld and De Beyart, in the Netherlands over 10 weeks. Close readings of the transcripts and notes from the programs resulted in three observations: people learned to play again, there is power in playing together, and play often led to expressions of joy. Overall, the notion of play may be a helpful framework for future research into innovative arts-based approaches to dementia care.

Cultura de avaliação e efeitos de subjetivação na saúde / Evaluation culture and effects of subjectivation in health / Cultura de la evaluación y efectos de subjetivación sobre la salud

O objetivo deste artigo é discutir a relação entre cultura da avaliação e processos de subjetivação, no campo da saúde. Trata-se de um estudo teórico sobre o tema, que trabalha aspectos históricos e conceituais da ascensão da cultura de avaliação nas sociedades contemporâneas, particularmente no setor saúde; e faz uma revisão analítica dos argumentos que circunscrevem as controvérsias que os temas da avaliação e subjetividade têm suscitado na saúde pública e fora dela, em diálogo com as contribuições de Foucault. A literatura nacional do setor da saúde é mais receptiva do que a literatura internacional nas ciências humanas. A interpretação mais corrente, em geral, é que a avaliação é um dos instrumentos de governo ou de gestão. A maior crítica é que levaria os trabalhadores a se preocuparem apenas com o que está colocado pelos indicadores, abdicando de uma interpretação mais ampliada da própria atividade. Há uma compreensão comum de que as práticas avaliativas têm por objetivo produzir mudanças subjetivas, mas também produzem efeitos subjetivos não previstos. Quanto ao desenho desses efeitos de subjetivação, há largo espectro de pontos de vista, que vão desde o fomento a subjetivações comprometidas com a mudança permanente, ao constrangimento da subjetividade e à produção dos "eus calculáveis". Acompanhando o pensamento de Foucault, podemos reconhecer tanto efeitos de submetimento, quanto efeitos de protagonismo no uso da avaliação. O segundo caso pode levar ao aperfeiçoamento autogerido dos processos de trabalhoou à criação de espaços estratégicos nas relações de poder.

The aim of this article is to discuss the relationship between evaluation culture and subjectivation processes in the field of health. This is a theoretical study on the subject, which works on historical and conceptual aspects of the rise of the evaluation culture in contemporary societies, particularly in the health sector; we have done an analytical review on the arguments that circumscribe the controversies that the themes of evaluation and subjectivity have raised in public health and beyond, in dialogue with Foucault's contributions. The national literature in the health sector is more receptive than the international literature in the human sciences. The most common interpretation, in general, is that evaluation is one of the instruments of governanceor management. The major criticism is that it would lead workers to worry only about what is set by the indicators, giving up a broader interpretation of the activity itself. There is a common understanding that evaluative practices aim to produce subjective changes, but also produce unanticipated subjective effects. As for the design of these effects of subjectivation, there is a wide spectrum of points of view, ranging from the development to subjectivities committed to permanent change, to the constraint of subjectivity and to the production of "calculable selves". Along with Foucault's thinking, we can recognize both subjecting effects and the protagonism effects in the use of evaluation. The later, can lead to the self-improvement of work processes or the creation of strategic spaces in power relations.

El propósito de este artículo es discutir la relación entre la cultura de la evaluación y los procesos de subjetivación en el campo de la salud. Se trata de un estudio teórico sobre el tema, que investiga aspectos históricos y conceptuales del aumento de la cultura de la evaluación en las sociedades contemporáneas, especialmente en el sector de la salud; y realiza una revisión analítica de los argumentos que circunscriben las controversias que los temas de evaluación y subjetividad han planteado a la salud pública y a otras áreas, en diálogo con las contribuciones de Foucault. La literatura nacional del sector es más receptiva que la literatura internacional en las ciencias humanas. La interpretación más común, es que la evaluación es uno de los instrumentos de gobierno o de gestión. La mayor crítica es que los trabajadores sólo se preocupan por lo que establecen los indicadores, renuncian a una interpretación más amplia de la actividad en sí. Hay un entendimiento común de que las prácticas de evaluación pretenden producir cambios subjetivos, pero producen efectos subjetivos que no están previstos. En cuanto al diseño de estos efectos de subjetivación, hay un amplio espectro de puntos de vista, que van desde la promoción hasta las subjetivaciones comprometidas con el cambio permanente, al constreñimiento de la subjetividad y a la producción de los "yos calculables." Siguiendo el pensamiento de Foucault, podemos reconocer tanto los efectos de sometimiento, como los efectos de protagonismo en el uso de la evaluación. El segundo caso puede conducir a la creación de espacios estratégicos en las relaciones de poder.

A Ideologia do jeitinho brasileiro / The ideology of brazilian jeitinho

O jeitinho é concebido na literatura acadêmica como uma estratégia criativa de resolução de problemas que pode implicar desrespeito a regras e corrupção, ou como um tipo de corrupção calcado em relações interpessoais. Este trabalho apresenta uma revisão crítica de contribuições acadêmicas sobre o jeitinho nas ciências humanas, indicando a diversidade do conceito e pontos de convergência. Em seguida, defende-se a tese de que o jeitinho opera como uma ideologia que promove a deterioração da identidade social brasileira e oculta a capacidade diferencial das classes sociais de extraírem benefícios a partir da prática, concluindo-se que a ideologia do jeitinho estimula comportamentos egoístas e exacerba desigualdades sociais. (AU)

Jeitinho is conceived in the academic literature as a creative problem resolution strategy that may imply rule breaking and corruption, or as a kind of corruption based on interpersonal relationships. This work presents a critical review of academic contributions on jeitinho from the human sciences, signaling the diversity of concepts and points of convergence. Then, we support the thesis that jeitinho operates as an ideology that promotes the deterioration of Brazilian social identity and conceals the different capacity of social classes to extract benefits from the practice, concluding that the jeitinho ideology stimulates selfish behavior and exacerbates social inequalities. (AU)

Capturing the 'art' of emergency medicine: Does film foster reflection in medical students?

OBJECTIVE: Integrating arts and humanities-based pedagogy into curricula is of growing interest among medical educators, particularly how it promotes reflection and empathy. Our aim was to explore whether a 2.50 min film titled 'The Art of the ED' stimulated reflective learning processes in a group of first year medical students. METHODS: The film was shown prior to their first clinical placement in an ED. Student participation was voluntary and not assessable. Using an exploratory qualitative research approach, this study drew on data collected from students' individual written reflections, exploring their perceptions towards clinical experience in an emergency medicine (EM) attachment. RESULTS: A total of 123 (51% of 240) students submitted a reflection. The qualitative data revealed three main themes: the opportunity for students to preview EM ('While watching the film, I felt like I was the patient and the doctor all at once, in that I was living the experience both from within and as an observer …'); exposed the reality of ED; and fostered a growing awareness of the fragility of human life. CONCLUSIONS: These findings highlight how visual methodologies (like film) create a safe, non-threatening space to access, experience and process emotion around their perceptions towards EM, and to anticipate and emotionally prepare for their impending clinical experience in the ED. These data support the use of visual methodologies to foster reflective processes that assist medical students to integrate the 'art' of EM, and the development and commitment of core doctoring values of empathy, service and respect for patients.

Mídia e educação: produção acadêmica no Brasil e na França / Media and education: academic production in Brazil and in France / Medios de comunicación y educación: la producción académica en Brasil y en Francia

A presente pesquisa teve como objetivo identificar a produção acadêmica acerca da relação entre mídia e educação no Brasil e na França. Para tanto, foram elaborados levantamentos em bases de dados brasileiras e francesas, utilizando termos descritores, relacionados ao assunto em questão. Nos levantamentos desenvolvidos, foi possível verificar que, mesmo havendo baixa produção acadêmica sobre o tema tanto no Brasil quanto na França, há relevante diferença quanto à quantidade de trabalhos encontrados nas bases de dados dos dois países. A produção acadêmica francesa sobre mídia-educação apresenta um número expressivamente maior do que aqueles encontrados no Brasil. Assim, por meio da presente pesquisa, foi possível vislumbrar a forma como o tema vem sendo discutido nos dois países. Cabe ressaltar que os temas participação das mídias como auxiliares no processo de ensino-aprendizagem e o uso das novas tecnologias na educação estão em pauta tanto nos trabalhos publicados no Brasil quanto na França. É importante, outrossim, destacar a exígua produção acadêmica sobre mídia-educação na área da psicologia em ambos os países. Dessa forma, espera-se que com a apresentação desse panorama seja possível contribuir para a construção e solidificação do campo de estudos sobre a relação entre mídia e educação na área das ciências humanas, especialmente na área da psicologia.

This research aimed to identify the academic production on the relationship between media and education in Brazil and France. Therefore, surveys were conducted in Brazilian and French databases, by using descriptors related to that topic. From the surveys, it was possible to observe that, despite of the low number of academic productions on the subject both in Brazil and in France, there is a significant difference in the amount of works found in the databases of the two countries. The academic production about media and education is significantly higher in France than in Brazil. Thus, by means of this research, it was possible to notice how the subject has been discussed in both countries. It should be emphasized that the themes of media participation as an auxiliary in the teaching-learning process and the use of new technologies in education are at the forefront both in works published in Brazil and in France. It is also important to highlight the fact that the production in Psychology related to media and education is exiguous. It is expected that, with the presentation of this scene, we can contribute to the construction and consolidation of studies on the relationship between media and education in the field of Human Sciences, especially in Psychology field.

Esta investigación tuvo como objetivo identificar la literatura académica sobre la relación entre medios de comunicación y la educación en Brasil y Francia. Con esta finalidad, las encuestas se realizaron en las bases de datos de Brasil y franceses, utilizándose palabras relacionadas con el tema cuestión. En encuestas realizadas se observó, incluso con un bajo investigación académica sobre el tema en Brasil y en Francia, una diferencia significativa en la cantidad de estudios que se encuentra en las bases de datos de los dos países en cuestión. La investigación académica francesa sobre la educación en medios tiene un número significativamente mayor que los que se encuentran en Brasil. De este modo, por intermedio de esta investigación, se pudo ver cómo el tema ha sido discutido en ambos países. Se observa que la participación de los medios de temas como ayuda en el proceso de enseñanza-aprendizaje y el uso de las nuevas tecnologías en la educación, están en la agenda tanto en los trabajos publicados en Brasil y en Francia. Importante destacar la escasa beca de educación para los medios en el campo de la Psicología en ambos países. Por lo tanto, se espera que, mediante la presentación de este contexto, es posible contribuir a la construcción y consolidación de los estudios sobre la relación entre medios de comunicación y la educación en el campo de las ciencias humanas, especialmente en el área de la psicologia.

¿Es la psicología una ciencia? / ¿The psychology is science?

La psicología es considerada hoy en día como parte de las ciencias sociales y humanas. Este título ha sido posible gracias a los esfuerzos que ha hecho dicha disciplina por demostrar su carácter científico. No obstante, mediante el análisis riguroso, es posible dar cuenta de que los planteamientos que propone la ciencia no se corresponden en su totalidad con los que propone la psicología, poniendo, en este sentido, una ambigüedad con relación a si la psicología es ciencia, motivo de este ensayo. Para ello se realiza el análisis hermenéutico con los textos que se proponen de base para la discusión, resaltando los principales argumentos y derivar de allí una conclusión.

The psychology has been considered today how part of social and humans sciences.It has been posible thanks to the efforts of this discipline for show his scientific character. Nevertheless is posible realize a anlysis of their approaches and say that it is not related to science, showing the ambiguity of psychology, reason for this text. An analysis is made hermeneutic whit the proposed texts for discussion.

Políticas sociais na pós-graduação stricto sensu de Psicologia / Social policies in Psychology postgraduate courses / Las políticas sociales en los cursos de postgrado de Psicología

Resumo Objetiva-se discutir as contribuições da pós-graduação stricto sensu de Psicologia para o debate sobre política social. Analisou-se 105 teses acadêmicas de um total de 824 defendidas no triênio 2007/2009. Atesta-se que a presença do tema ocorre de forma predominantemente pulverizada, ainda que seja objeto prioritário para um conjunto restrito de pesquisadores; há fragilidade teórica nos trabalhos, que assumem caráter essencialmente técnico; e as investigações têm como finalidade melhorias nas políticas sociais, sem questionamento ao ciclo que as demandam. Discute-se a urgência da articulação entre os pesquisadores em torno do tema, da necessidade de aprofundamento do debate teórico e da transformação dos saberes em prática política organizada para que a ciência psicológica possa contribuir efetivamente para o desenvolvimento da sociedade.

Abstract It aims to discuss the contributions of Psychology postgraduate studies to understand "social policy". 105 academic theses were analyzed among 824 defended in 2007/2009 triennium. Results point to the existence of the issue in a sprayed way, predominantly, albeit appears as a priority object for a limited set of researchers; majority of these can be characterized by fragility of the theoretical frameworks, in a strictly technical perspective; and the studies aim to improve specific social policies, without questioning why they need to be carried out. Psychological science can only contribute effectively to the society development if academic community promotes a structured articulation around the theme, deepens the theoretical debate and transforms the knowledge built into organized political practice.

Resumen El artículo objetiva analizar las contribuciones de los estudios de postgrado en Psicología para el debate acerca del tema "política social". Fueron analizadas 105 tesis académicas de las 824 defendidas entre 2007/2009. Los resultados apuntan que el tema existe predominantemente en una manera dispersa, aunque aparezca como un objeto de prioridad para un conjunto limitado de investigadores; mayoría de los estudios son caracterizados por la fragilidad de los marcos teóricos y por adoptar un punto de vista estrictamente técnico; y las investigaciones tienen como objetivo mejorar las políticas sociales específicas, sin cuestionar por qué tienen que llevarse a cabo. La conclusión es que la ciencia psicológica sólo puede contribuir eficazmente al desarrollo de la sociedad, si la comunidad académica promueve una articulación estructurada en torno al tema, se profundiza el debate teórico y transforma el conocimiento incorporado en la práctica política organizada.

Arte y naturaleza humana XXII / Art and human nature XXII

A través de su obra de teatro Esperando a Godot, Samuel Becket nos hace reflexionar acerca de la naturaleza dual de la esperanza, no solo fuente de acción sino también potencial soporte del estancamiento. (AU)

Through his play Waiting for Godot, Samuel Beckett makes us to think about the dual nature of hope, not only fount of action but also potential source of stagnation. (AU)