Management strategies for teacher performance evaluation in Colombian schools
L’obiettivo di questo studio è stato quello di analizzare la relazione tra le strategie manageriali attuate dai direttori scolastici e le valutazioni delle prestazioni didattiche nelle scuole del comune di Soledad, Atlántico, Colombia. Lo strumento di indagine consisteva in un questionario di tipo L...
- Autores:
-
Linero Racines, Ronald Miguel
Morales-Cuadro, Aldair
NAVARRO YEPES, NORIS
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2023
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/9998
- Acceso en línea:
- https://hdl.handle.net/11323/9998
https://repositorio.cuc.edu.co/
- Palabra clave:
- Management strategies
Teacher performance
Management personnel
- Rights
- openAccess
- License
- Atribución 4.0 Internacional (CC BY 4.0)
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Management strategies for teacher performance evaluation in Colombian schools |
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Management strategies for teacher performance evaluation in Colombian schools |
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Management strategies for teacher performance evaluation in Colombian schools Management strategies Teacher performance Management personnel |
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Management strategies for teacher performance evaluation in Colombian schools |
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Management strategies for teacher performance evaluation in Colombian schools |
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Management strategies for teacher performance evaluation in Colombian schools |
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Management strategies for teacher performance evaluation in Colombian schools |
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Management strategies for teacher performance evaluation in Colombian schools |
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Linero Racines, Ronald Miguel Morales-Cuadro, Aldair NAVARRO YEPES, NORIS |
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Linero Racines, Ronald Miguel Morales-Cuadro, Aldair NAVARRO YEPES, NORIS |
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Management strategies Teacher performance Management personnel |
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Management strategies Teacher performance Management personnel |
| description |
L’obiettivo di questo studio è stato quello di analizzare la relazione tra le strategie manageriali attuate dai direttori scolastici e le valutazioni delle prestazioni didattiche nelle scuole del comune di Soledad, Atlántico, Colombia. Lo strumento di indagine consisteva in un questionario di tipo Likert composto da 66 item, con la scala di misurazione: (5) sempre, (4) quasi sempre, (3) qualche volta, (2) quasi mai e (1) mai. La popolazione era composta da 14 direttori scolastici e 32 insegnanti. È stata riscontrata una correlazione statisticamente significativa tra le strategie di gestione e le valutazioni delle prestazioni degli insegnanti, con una correlazione tra le variabili pari a .82 al livello di significatività di .05. Si conclude che, nella misura in cui le strategie di gestione sono adeguatamente utilizzate, si potrà ottenere un’adeguata implementazione dei criteri e dei processi di valutazione delle prestazioni degli insegnanti. |
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ÁVILA-CAMACHO, M., JUÁREZ-HERNÁNDEZ, L, ARREOLAGONZÁLEZ, A. & PALMARES-VILLARREAL, O. (2019). Construcción y validación de un instrumento de valoración del desempeño docente en la ejecución de una secuencia didáctica. Revista de Investigación en Educación, 17 (2), 122-142. BRAVO, M. & SALAZAR, J. (2017). El clima laboral y su incidencia en el desempeño del personal docente de una escuela de educación básica en Ecuador. PODIUM, 131-143. CHIAVENATO, I. (2013). Organizational behavior: The dynamics of success in organizations. Mexico: McGraw Hill. CHIAVENATO, I. (2014). Administración en los nuevos tiempos. Bogotá, Colombia: McGraw Hill. GALAZ RUIZ, A., JIMÉNEZ-VÁSQUEZ, M. & DÍAZ-BARRIGA, Á. (2019). Teacher performance evaluation in Chile and Mexico: Antecedentes, convergencias y consecuencias de una política global de estandarización. Perfiles Educativos, 4 (163), 177-199. GARCÍA NÚÑEZ, S. (2018). The process of entrepreneurial constitution and its relationship with the definition of strategies for the establishment of socio-productive relationships, in the textile and clothing industry in Aguascalientes. Master’s thesis, Universidad Autónoma de Aguascalientes, Aguascalientes (Mexico). GONZÁLEZ-DÍAZ, R. & SERRANO POLO, E. (2017). Managerial strategies for innovation in public educational institutions. Journal of Latin American Science, 1 (1), 1-23. GUZMÁN, J. (2016). ¿Qué y cómo evaluar el desempeño docente? Una propuesta basada en los factores que favorecen el aprendizaje. Propósitos y Representaciones, 4 (2), 285-358. doi: http://dx.doi. org/10.20511/pyr2016.v4n2.124 HERNÁNDEZ-MOSQUEDA, J., TOBÓN-TOBÓN, S. & GUERRERO-ROSAS, G. (2016). Towards a comprehensive performance evaluation: Socioformative rubrics. Ra Ximhai, 12 (6), 359-376. HERNÁNDEZ-SAMPIERI, R. & TORRES, CH. (2018). Metodología de la investigación, vol. 4. Mexico: McGraw-Hill Interamericana. JARA, C., SÁNCHEZ, M. & COX, C. (2019). Educational leadership and citizenship training: Vision and practices of actors. Calidad en la Educación, 51, 350. doi.org/10.31619/caledu.n51.687 LUGO, N. & VILLASMIL FERRER, J.R. (2019). Managerial leadership as a factor of improvement in educational quality. EPISTEME KOINONIA, 2 (4), 4. doi.org/10.35381/e.k.v2i4.521 MEN - MINISTRY OF NATIONAL EDUCATION (2016). Review of national policies in education. Education in Colombia. Organization for Economic Co-operation and Development (OECD). MONTERO, I. & LEÓN, O. (2007). Guía para nombrar los estudios de investigación en psicología. International Journal of Clinical and Health Psychology, 7 (3), 847-862. MORENO TREJO, Y.M. (2019). Educational management versus job satisfaction of the current teacher: An analytical look. Scientific Magazine, 4 (12), 369-380. doi.org/10.29394/scientific.issn.2542-2987.2019.4.12.20.369-380 MOSQUERA MALDONADO, M.N. (2020). Managerial strategies for the improvement of human talent management and school resources. Science and Education, 1 (3), 6-19. doi.org/10.48169/ecuatesis/0103202014 NÚÑEZ ROJAS, N. & DÍAZ CASTILLO, D. (2017). Perfil por competencias gerenciales en directivos de instituciones educativas. Estudios Pedagógicos (Valdivia), 43 (2), 237-252. OBREQUE, A., HERNÁNDEZ-MOSQUEIRA, C., TRONCOSOPEÑA, S., AGREDO, M. & SALVATIERRA, M. (2019). Evaluación del desempeño docente en Chile: Percepción de profesores mal evaluados. Cadernos de Pesquisa, 49 (172), 144- 163. doi.org/10.1590/198053145792 PARRA-MARTÍNEZ, J. (2017). La gestión eficaz en educación y su importancia en acción gerencial educativa de Colombia. Aibi Revista de Investigación, Administración e Ingeniería, 5 (2), 16-22. PUENTES, J. (2017). Estrategias gerenciales para el reconocimiento del desempeño laboral docente. Mundo FESC, 7 (14), 42-56. ROCKWELL, E. (2018). The complexity of teaching work and the challenges of its evaluation: International results and national processes of educational reform. Cuadernos de Educación, 16 (16). RUEDA BELTRÁN, M., SCHMELKES, S. & DÍAZ-BARRIGA, Á. (2014). La evaluación educativa. Presentación del número especial Perfiles Educativos 2013. La evaluación en la educación superior. Perfiles Educativos, 36 (145), 190-204. SOTELO, J. & ARRIETA, D. (2017). El capital humano como factor clave para la calidad en las organizaciones. Mexico: Mc Graw Hill. ZEA-VALLEJO, D.A. (2020). Organizational behavior of the educational manager in community participation. Prohominum, 2 (1), 63-72. doi.org/10.47606/acven/ph0004 |
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Atribución 4.0 Internacional (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Linero Racines, Ronald MiguelMorales-Cuadro, AldairNAVARRO YEPES, NORIS 2023-04-25T16:56:30Z2023-04-25T16:56:30Z20230006-6761https://hdl.handle.net/11323/999810.26387/bpa.2023.00003Corporación Universidad de la CostaREDICUC – Repositorio CUChttps://repositorio.cuc.edu.co/L’obiettivo di questo studio è stato quello di analizzare la relazione tra le strategie manageriali attuate dai direttori scolastici e le valutazioni delle prestazioni didattiche nelle scuole del comune di Soledad, Atlántico, Colombia. Lo strumento di indagine consisteva in un questionario di tipo Likert composto da 66 item, con la scala di misurazione: (5) sempre, (4) quasi sempre, (3) qualche volta, (2) quasi mai e (1) mai. La popolazione era composta da 14 direttori scolastici e 32 insegnanti. È stata riscontrata una correlazione statisticamente significativa tra le strategie di gestione e le valutazioni delle prestazioni degli insegnanti, con una correlazione tra le variabili pari a .82 al livello di significatività di .05. Si conclude che, nella misura in cui le strategie di gestione sono adeguatamente utilizzate, si potrà ottenere un’adeguata implementazione dei criteri e dei processi di valutazione delle prestazioni degli insegnanti.The objective of this study was to analyze the relationship between the managerial strategies implemented by school directors and the teaching performance evaluations at schools in the municipality of Soledad, Atlántico, Colombia. The study is quantitative, correlational descriptive, with an ex post facto, cross-sectional, non-experimental design. The survey instrument consisted of a Likert-type questionnaire, whose contents were validated by a panel of five subject-matter experts and a Cronbach’s alpha reliability test (rtt = .978). The instrument is made up of 66 items, with the following measurement scale: (5) always, (4) almost always, (3) sometimes, (2) almost never and (1) never. The population consisted of 14 directors and 32 teachers. As a result, shortcomings were found in management strategies and teacher performance evaluations. A statistically significant correlation was found between management strategies and teacher performance evaluations, with a correlation between the variables of .82 at the .05 level of significance. In this sense, it is concluded that, to the extent that management strategies are adequately used, an adequate implementation of the criteria and processes for evaluating teaching performance will be achieved.12 páginasapplication/pdfengGiunti O.S. Organizzazioni SpecialiItalyhttps://www.researchgate.net/publication/369945033_Management_strategies_for_teacher_performance_evaluation_in_Colombian_schoolsManagement strategies for teacher performance evaluation in Colombian schoolsArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/resource_type/c_dcae04bcTextinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTREVinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85ColombiaBPA Applied Psychology BulletinÁVILA-CAMACHO, M., JUÁREZ-HERNÁNDEZ, L, ARREOLAGONZÁLEZ, A. & PALMARES-VILLARREAL, O. (2019). Construcción y validación de un instrumento de valoración del desempeño docente en la ejecución de una secuencia didáctica. Revista de Investigación en Educación, 17 (2), 122-142.BRAVO, M. & SALAZAR, J. (2017). El clima laboral y su incidencia en el desempeño del personal docente de una escuela de educación básica en Ecuador. PODIUM, 131-143.CHIAVENATO, I. (2013). Organizational behavior: The dynamics of success in organizations. Mexico: McGraw Hill.CHIAVENATO, I. (2014). Administración en los nuevos tiempos. Bogotá, Colombia: McGraw Hill.GALAZ RUIZ, A., JIMÉNEZ-VÁSQUEZ, M. & DÍAZ-BARRIGA, Á. (2019). Teacher performance evaluation in Chile and Mexico: Antecedentes, convergencias y consecuencias de una política global de estandarización. Perfiles Educativos, 4 (163), 177-199.GARCÍA NÚÑEZ, S. (2018). The process of entrepreneurial constitution and its relationship with the definition of strategies for the establishment of socio-productive relationships, in the textile and clothing industry in Aguascalientes. Master’s thesis, Universidad Autónoma de Aguascalientes, Aguascalientes (Mexico). GONZÁLEZ-DÍAZ, R. & SERRANO POLO, E. (2017). Managerial strategies for innovation in public educational institutions. Journal of Latin American Science, 1 (1), 1-23.GUZMÁN, J. (2016). ¿Qué y cómo evaluar el desempeño docente? Una propuesta basada en los factores que favorecen el aprendizaje. Propósitos y Representaciones, 4 (2), 285-358. doi: http://dx.doi. org/10.20511/pyr2016.v4n2.124HERNÁNDEZ-MOSQUEDA, J., TOBÓN-TOBÓN, S. & GUERRERO-ROSAS, G. (2016). Towards a comprehensive performance evaluation: Socioformative rubrics. Ra Ximhai, 12 (6), 359-376.HERNÁNDEZ-SAMPIERI, R. & TORRES, CH. (2018). Metodología de la investigación, vol. 4. Mexico: McGraw-Hill Interamericana.JARA, C., SÁNCHEZ, M. & COX, C. (2019). Educational leadership and citizenship training: Vision and practices of actors. Calidad en la Educación, 51, 350. doi.org/10.31619/caledu.n51.687LUGO, N. & VILLASMIL FERRER, J.R. (2019). Managerial leadership as a factor of improvement in educational quality. EPISTEME KOINONIA, 2 (4), 4. doi.org/10.35381/e.k.v2i4.521MEN - MINISTRY OF NATIONAL EDUCATION (2016). Review of national policies in education. Education in Colombia. Organization for Economic Co-operation and Development (OECD).MONTERO, I. & LEÓN, O. (2007). Guía para nombrar los estudios de investigación en psicología. International Journal of Clinical and Health Psychology, 7 (3), 847-862.MORENO TREJO, Y.M. (2019). Educational management versus job satisfaction of the current teacher: An analytical look. Scientific Magazine, 4 (12), 369-380. doi.org/10.29394/scientific.issn.2542-2987.2019.4.12.20.369-380MOSQUERA MALDONADO, M.N. (2020). Managerial strategies for the improvement of human talent management and school resources. Science and Education, 1 (3), 6-19. doi.org/10.48169/ecuatesis/0103202014NÚÑEZ ROJAS, N. & DÍAZ CASTILLO, D. (2017). Perfil por competencias gerenciales en directivos de instituciones educativas. Estudios Pedagógicos (Valdivia), 43 (2), 237-252.OBREQUE, A., HERNÁNDEZ-MOSQUEIRA, C., TRONCOSOPEÑA, S., AGREDO, M. & SALVATIERRA, M. (2019). Evaluación del desempeño docente en Chile: Percepción de profesores mal evaluados. Cadernos de Pesquisa, 49 (172), 144- 163. doi.org/10.1590/198053145792PARRA-MARTÍNEZ, J. (2017). La gestión eficaz en educación y su importancia en acción gerencial educativa de Colombia. Aibi Revista de Investigación, Administración e Ingeniería, 5 (2), 16-22.PUENTES, J. (2017). Estrategias gerenciales para el reconocimiento del desempeño laboral docente. Mundo FESC, 7 (14), 42-56.ROCKWELL, E. (2018). The complexity of teaching work and the challenges of its evaluation: International results and national processes of educational reform. Cuadernos de Educación, 16 (16).RUEDA BELTRÁN, M., SCHMELKES, S. & DÍAZ-BARRIGA, Á. (2014). La evaluación educativa. Presentación del número especial Perfiles Educativos 2013. La evaluación en la educación superior. Perfiles Educativos, 36 (145), 190-204.SOTELO, J. & ARRIETA, D. (2017). El capital humano como factor clave para la calidad en las organizaciones. Mexico: Mc Graw Hill.ZEA-VALLEJO, D.A. (2020). Organizational behavior of the educational manager in community participation. Prohominum, 2 (1), 63-72. doi.org/10.47606/acven/ph0004121297Management strategiesTeacher performanceManagement personnelPublicationORIGINALManagement strategies for teacher performance evaluation in Colombian schools.pdfManagement strategies for teacher performance evaluation in Colombian schools.pdfArtículoapplication/pdf190940https://repositorio.cuc.edu.co/bitstreams/d2fa4a1a-b262-4181-b06d-824622d709dc/download51705086a627145c2a053c42cd0356f8MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://repositorio.cuc.edu.co/bitstreams/f969f7ad-ef60-4eaf-92bd-c38db3a29e9a/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTManagement strategies for teacher performance evaluation in Colombian schools.pdf.txtManagement strategies for teacher performance evaluation in Colombian schools.pdf.txtExtracted texttext/plain42411https://repositorio.cuc.edu.co/bitstreams/7904b45d-a5eb-43c9-bf40-da106a7cd276/downloadaad265c8abe0d5f005323be9e7ba4e66MD53THUMBNAILManagement strategies for 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ada en las Obras Colectivas.

b.	Distribuir copias o fonogramas de las Obras, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública, incluyéndolas como incorporadas en Obras Colectivas, según corresponda.

c.	Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.
Los derechos mencionados anteriormente pueden ser ejercidos en todos los medios y formatos, actualmente conocidos o que se inventen en el futuro. Los derechos antes mencionados incluyen el derecho a realizar dichas modificaciones en la medida que sean técnicamente necesarias para ejercer los derechos en otro medio o formatos, pero de otra manera usted no está autorizado para realizar obras derivadas. Todos los derechos no otorgados expresamente por el Licenciante quedan por este medio reservados, incluyendo pero sin limitarse a aquellos que se mencionan en las secciones 4(d) y 4(e).

4. Restricciones.
La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:

a.	Usted puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra sólo bajo las condiciones de esta Licencia, y Usted debe incluir una copia de esta licencia o del Identificador Universal de Recursos de la misma con cada copia de la Obra que distribuya, exhiba públicamente, ejecute públicamente o ponga a disposición pública. No es posible ofrecer o imponer ninguna condición sobre la Obra que altere o limite las condiciones de esta Licencia o el ejercicio de los derechos de los destinatarios otorgados en este documento. No es posible sublicenciar la Obra. Usted debe mantener intactos todos los avisos que hagan referencia a esta Licencia y a la cláusula de limitación de garantías. Usted no puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra con alguna medida tecnológica que controle el acceso o la utilización de ella de una forma que sea inconsistente con las condiciones de esta Licencia. Lo anterior se aplica a la Obra incorporada a una Obra Colectiva, pero esto no exige que la Obra Colectiva aparte de la obra misma quede sujeta a las condiciones de esta Licencia. Si Usted crea una Obra Colectiva, previo aviso de cualquier Licenciante debe, en la medida de lo posible, eliminar de la Obra Colectiva cualquier referencia a dicho Licenciante o al Autor Original, según lo solicitado por el Licenciante y conforme lo exige la cláusula 4(c).

b.	Usted no puede ejercer ninguno de los derechos que le han sido otorgados en la Sección 3 precedente de modo que estén principalmente destinados o directamente dirigidos a conseguir un provecho comercial o una compensación monetaria privada. El intercambio de la Obra por otras obras protegidas por derechos de autor, ya sea a través de un sistema para compartir archivos digitales (digital file-sharing) o de cualquier otra manera no será considerado como estar destinado principalmente o dirigido directamente a conseguir un provecho comercial o una compensación monetaria privada, siempre que no se realice un pago mediante una compensación monetaria en relación con el intercambio de obras protegidas por el derecho de autor.

c.	Si usted distribuye, exhibe públicamente, ejecuta públicamente o ejecuta públicamente en forma digital la Obra o cualquier Obra Derivada u Obra Colectiva, Usted debe mantener intacta toda la información de derecho de autor de la Obra y proporcionar, de forma razonable según el medio o manera que Usted esté utilizando: (i) el nombre del Autor Original si está provisto (o seudónimo, si fuere aplicable), y/o (ii) el nombre de la parte o las partes que el Autor Original y/o el Licenciante hubieren designado para la atribución (v.g., un instituto patrocinador, editorial, publicación) en la información de los derechos de autor del Licenciante, términos de servicios o de otras formas razonables; el título de la Obra si está provisto; en la medida de lo razonablemente factible y, si está provisto, el Identificador Uniforme de Recursos (Uniform Resource Identifier) que el Licenciante especifica para ser asociado con la Obra, salvo que tal URI no se refiera a la nota sobre los derechos de autor o a la información sobre el licenciamiento de la Obra; y en el caso de una Obra Derivada, atribuir el crédito identificando el uso de la Obra en la Obra Derivada (v.g., "Traducción Francesa de la Obra del Autor Original," o "Guión Cinematográfico basado en la Obra original del Autor Original"). Tal crédito puede ser implementado de cualquier forma razonable; en el caso, sin embargo, de Obras Derivadas u Obras Colectivas, tal crédito aparecerá, como mínimo, donde aparece el crédito de cualquier otro autor comparable y de una manera, al menos, tan destacada como el crédito de otro autor comparable.

d.	Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:

i.	Regalías por interpretación y ejecución bajo licencias generales. El Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública o la ejecución pública digital de la obra y de recolectar, sea individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, SAYCO), las regalías por la ejecución pública o por la ejecución pública digital de la obra (por ejemplo Webcast) licenciada bajo licencias generales, si la interpretación o ejecución de la obra está primordialmente orientada por o dirigida a la obtención de una ventaja comercial o una compensación monetaria privada.

ii.	Regalías por Fonogramas. El Licenciante se reserva el derecho exclusivo de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, los consagrados por la SAYCO), una agencia de derechos musicales o algún agente designado, las regalías por cualquier fonograma que Usted cree a partir de la obra (“versión cover”) y distribuya, en los términos del régimen de derechos de autor, si la creación o distribución de esa versión cover está primordialmente destinada o dirigida a obtener una ventaja comercial o una compensación monetaria privada.

e.	Gestión de Derechos de Autor sobre Interpretaciones y Ejecuciones Digitales (WebCasting). Para evitar toda confusión, el Licenciante aclara que, cuando la obra sea un fonograma, el Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública digital de la obra (por ejemplo, webcast) y de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, ACINPRO), las regalías por la ejecución pública digital de la obra (por ejemplo, webcast), sujeta a las disposiciones aplicables del régimen de Derecho de Autor, si esta ejecución pública digital está primordialmente dirigida a obtener una ventaja comercial o una compensación monetaria privada.

5. Representaciones, Garantías y Limitaciones de Responsabilidad.
A MENOS QUE LAS PARTES LO ACORDARAN DE OTRA FORMA POR ESCRITO, EL LICENCIANTE OFRECE LA OBRA (EN EL ESTADO EN EL QUE SE ENCUENTRA) “TAL CUAL”, SIN BRINDAR GARANTÍAS DE CLASE ALGUNA RESPECTO DE LA OBRA, YA SEA EXPRESA, IMPLÍCITA, LEGAL O CUALQUIERA OTRA, INCLUYENDO, SIN LIMITARSE A ELLAS, GARANTÍAS DE TITULARIDAD, COMERCIABILIDAD, ADAPTABILIDAD O ADECUACIÓN A PROPÓSITO DETERMINADO, AUSENCIA DE INFRACCIÓN, DE AUSENCIA DE DEFECTOS LATENTES O DE OTRO TIPO, O LA PRESENCIA O AUSENCIA DE ERRORES, SEAN O NO DESCUBRIBLES (PUEDAN O NO SER ESTOS DESCUBIERTOS). ALGUNAS JURISDICCIONES NO PERMITEN LA EXCLUSIÓN DE GARANTÍAS IMPLÍCITAS, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

6. Limitación de responsabilidad.
A MENOS QUE LO EXIJA EXPRESAMENTE LA LEY APLICABLE, EL LICENCIANTE NO SERÁ RESPONSABLE ANTE USTED POR DAÑO ALGUNO, SEA POR RESPONSABILIDAD EXTRACONTRACTUAL, PRECONTRACTUAL O CONTRACTUAL, OBJETIVA O SUBJETIVA, SE TRATE DE DAÑOS MORALES O PATRIMONIALES, DIRECTOS O INDIRECTOS, PREVISTOS O IMPREVISTOS PRODUCIDOS POR EL USO DE ESTA LICENCIA O DE LA OBRA, AUN CUANDO EL LICENCIANTE HAYA SIDO ADVERTIDO DE LA POSIBILIDAD DE DICHOS DAÑOS. ALGUNAS LEYES NO PERMITEN LA EXCLUSIÓN DE CIERTA RESPONSABILIDAD, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

7. Término.

a.	Esta Licencia y los derechos otorgados en virtud de ella terminarán automáticamente si Usted infringe alguna condición establecida en ella. Sin embargo, los individuos o entidades que han recibido Obras Derivadas o Colectivas de Usted de conformidad con esta Licencia, no verán terminadas sus licencias, siempre que estos individuos o entidades sigan cumpliendo íntegramente las condiciones de estas licencias. Las Secciones 1, 2, 5, 6, 7, y 8 subsistirán a cualquier terminación de esta Licencia.

b.	Sujeta a las condiciones y términos anteriores, la licencia otorgada aquí es perpetua (durante el período de vigencia de los derechos de autor de la obra). No obstante lo anterior, el Licenciante se reserva el derecho a publicar y/o estrenar la Obra bajo condiciones de licencia diferentes o a dejar de distribuirla en los términos de esta Licencia en cualquier momento; en el entendido, sin embargo, que esa elección no servirá para revocar esta licencia o que deba ser otorgada , bajo los términos de esta licencia), y esta licencia continuará en pleno vigor y efecto a menos que sea terminada como se expresa atrás. La Licencia revocada continuará siendo plenamente vigente y efectiva si no se le da término en las condiciones indicadas anteriormente.

8. Varios.

a.	Cada vez que Usted distribuya o ponga a disposición pública la Obra o una Obra Colectiva, el Licenciante ofrecerá al destinatario una licencia en los mismos términos y condiciones que la licencia otorgada a Usted bajo esta Licencia.

b.	Si alguna disposición de esta Licencia resulta invalidada o no exigible, según la legislación vigente, esto no afectará ni la validez ni la aplicabilidad del resto de condiciones de esta Licencia y, sin acción adicional por parte de los sujetos de este acuerdo, aquélla se entenderá reformada lo mínimo necesario para hacer que dicha disposición sea válida y exigible.

c.	Ningún término o disposición de esta Licencia se estimará renunciada y ninguna violación de ella será consentida a menos que esa renuncia o consentimiento sea otorgado por escrito y firmado por la parte que renuncie o consienta.

d.	Esta Licencia refleja el acuerdo pleno entre las partes respecto a la Obra aquí licenciada. No hay arreglos, acuerdos o declaraciones respecto a la Obra que no estén especificados en este documento. El Licenciante no se verá limitado por ninguna disposición adicional que pueda surgir en alguna comunicación emanada de Usted. Esta Licencia no puede ser modificada sin el consentimiento mutuo por escrito del Licenciante y Usted.
 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