Articulation of environmental education in the curricula of higher education institutions: a systematic review
The objective of this study was to characterize environmental education from the articulation in the curricula of Higher Education Institutions. For this, a qualitative descriptive systematic review was carried out. For the search, collection, and analysis of data, the Web of science database was ta...
- Autores:
-
Acuña-Rodríguez, Mónica
Canquiz Rincón, Liliana
Inciarte González, Alicia
Gómez López, Yeferson
Umaña-Ibáñez, Samir F.
Coronado-Hernández, Jairo R.
Gatica, Gustavo
- Tipo de recurso:
- Part of book
- Fecha de publicación:
- 2023
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/13489
- Acceso en línea:
- https://hdl.handle.net/11323/13489
https://repositorio.cuc.edu.co/
- Palabra clave:
- Curriculum
Environmental education
Higher education institutions
- Rights
- closedAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Articulation of environmental education in the curricula of higher education institutions: a systematic review |
| title |
Articulation of environmental education in the curricula of higher education institutions: a systematic review |
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Articulation of environmental education in the curricula of higher education institutions: a systematic review Curriculum Environmental education Higher education institutions |
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Articulation of environmental education in the curricula of higher education institutions: a systematic review |
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Articulation of environmental education in the curricula of higher education institutions: a systematic review |
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Articulation of environmental education in the curricula of higher education institutions: a systematic review |
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Articulation of environmental education in the curricula of higher education institutions: a systematic review |
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Articulation of environmental education in the curricula of higher education institutions: a systematic review |
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Acuña-Rodríguez, Mónica Canquiz Rincón, Liliana Inciarte González, Alicia Gómez López, Yeferson Umaña-Ibáñez, Samir F. Coronado-Hernández, Jairo R. Gatica, Gustavo |
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Acuña-Rodríguez, Mónica Canquiz Rincón, Liliana Inciarte González, Alicia Gómez López, Yeferson Umaña-Ibáñez, Samir F. Coronado-Hernández, Jairo R. Gatica, Gustavo |
| dc.subject.proposal.eng.fl_str_mv |
Curriculum Environmental education Higher education institutions |
| topic |
Curriculum Environmental education Higher education institutions |
| description |
The objective of this study was to characterize environmental education from the articulation in the curricula of Higher Education Institutions. For this, a qualitative descriptive systematic review was carried out. For the search, collection, and analysis of data, the Web of science database was taken into account as a specialized search engine, and 25 articles were chosen. The results produced make it evident that the way in which universities decide to face their responsibility for the achievement of the sustainable development goals may vary due to the autonomy that they have in the organization of their study plans, however, many are choosing for taking into account the transversality of environmental education in all professional fields considering comprehensive training and the role that each individual can play to achieve a sustainable and ecological country. |
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Acuña-Rodríguez, M. et al. (2023). Articulation of Environmental Education in the Curricula of Higher Education Institutions: A Systematic Review. In: Mesquita, A., Abreu, A., Carvalho, J.V., Santana, C., de Mello, C.H.P. (eds) Perspectives and Trends in Education and Technology. ICITED 2023. Smart Innovation, Systems and Technologies, vol 366. Springer, Singapore. https://doi.org/10.1007/978-981-99-5414-8_25 |
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10.1007/978-981-99-5414-8_25 |
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Acuña-Rodríguez, M. et al. (2023). Articulation of Environmental Education in the Curricula of Higher Education Institutions: A Systematic Review. In: Mesquita, A., Abreu, A., Carvalho, J.V., Santana, C., de Mello, C.H.P. (eds) Perspectives and Trends in Education and Technology. ICITED 2023. Smart Innovation, Systems and Technologies, vol 366. Springer, Singapore. https://doi.org/10.1007/978-981-99-5414-8_25 978-981-99-5413-1 10.1007/978-981-99-5414-8_25 Corporación Universidad de la Costa REDICUC - Repositorio CUC 978-981-99-5414-8 |
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eng |
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eng |
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Smart Innovation, Systems and Technologies |
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Perspectives and Trends in Education and Technology |
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Acosta Castellanos, P.M., Queiruga-Dios, A., Hernández Encinas, A., Acosta, L.C. Environmental education in environmental engineering: Analysis of the situation in Colombia and Latin America (2020) Sustainability, 12 (18), p. 7239. Acosta-Castellanos, P.M., Queiruga-Dios, A., Álvarez, L.G. Inclusión de la Educación para el Desarrollo Sostenible en Ingeniería Ambiental (2021) Una revisión Sistemática. Sostenibilidad, 13. Aguilera Eguía, R. ¿Revisión sistemática, revisión narrativa o metaanálisis? (2014) Revista De La Sociedad Española Del Dolor, 21 (6), pp. 359-360. Ariza Ariza, L.G., Delgado, J.A.: Enseñar desde el contexto cultural y su relación con la educación ambiental. Bio-grafía (2022). Recuperado de: https://revistas.pedagogica.edu.co/index.php/bio-grafia/article/view/18058 Avilés Contreras, Y., Contreras Moya, A.M., Nodarse González, N.M.: La educación ambiental a través de tareas para la evaluación de lecturas en idioma inglés. Revista Universidad y Sociedad 13(6), 344–355 (2021). Recuperado de: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid= S2218-36202021000600344 Aznar Minguet, P., Ull Solís, A. Educación y Sostenibilidad en la Universidad de Valencia: Construyendo futuro desde el pasado (2019) Revista De Educación Ambiental Y Sostenibilidad, 1 (1), p. 1202. Babalola, A., Olawuyi, D.S. Advancing environmental education for sustainable development in higher education in Nigeria: Current challenges and future directions (2021) Sustainability, 13 (19). Barba-Sánchez, V., Mitre-Aranda, M., Del Brío-González, J. The entrepreneurial intention of university students: An environmental perspective (2022) Eur. Res. Manag. Bus. Econ., 28 (2). Begum, A., Jingwei, L., Marwat, I.U.K., Khan, S., Han, H., Ariza-Montes, A. Evaluating the impact of environmental education on ecologically friendly behavior of university students in Pakistan: The roles of environmental responsibility and Islamic values (2021) Sustainability, 13 (18). Berchin, I.I., de Aguiar Dutra, A.R., Guerra, J.B.S.O.D.A. How do higher education institutions promote sustainable development? A literature review (2021) Sustain Dev, 29 (6), pp. 1204-1222. Blanco, M.A., Blanco, M.E., Vila Hinojo, B.T. Environmental education and attitude towards climate change in university students (2022) Revista San Gregorio, 1 (49), pp. 1-15. Bravo, M.T. (2022) Trayectoria De La institucionalización De La educación Ambiental En La educación Superior En México. Remea-Revista Eletrônica Do Mestrado Em Educação Ambiental, 39, pp. 93-115. Especial Cáceres, M.A.M., Andrade, C., Freire, L. Formación inicial de profesores en ciencias: Un análisis del discurso de los programas de educación ambiental de una licenciatura colombiana. Góndola, Enseñanza y Aprendizaje de las Ciencias: Góndola (2020) Ens Aprend Cienc, 15 (3), pp. 477-492. Calderón, A., Cruz, Y., Escobar, C., Espinosa, L.: Estrategia de intervención sobre educación universitaria en salud ambiental. Ministerio de Malariología y Salud Ambiental. XII(2), 313– 318 (2021) Corpuz, A.M., San Andres, T.C., Lagasca, J.M. Integration of environmental education (EE) in teacher education programs: Toward sustainable curriculum greening (2022) Probl. Educ. 21St Century, 80 (1), p. 119. Recuperado de Corral, V.C., Tapia, C., Fraijo, B., Acosta, J., Márquez, P. Orientación a la sustentabilidad como determinante de los estilos de vida sustentables: Un estudio con una muestra mexicana (2008) Revistamexicanadepsicología, 25 (2), pp. 313-327. de Oliveira, D.B., Becker, R.W., Sirtori, C., Passos, C.G. Development of environmental education concepts concerning chemical waste management and treatment: The training experience of undergraduate students (2021) Chem. Educ. Res. Pract., 22 (3), pp. 653-661. Acercamiento a la conceptualización de la educación ambiental para el desarrollo sostenible (2020) Revista Cubana De Educación Superior, 39 (2). Recuperado de Denham, D., Rozance, M.A., Malone, M., Goodling, E. Sustaining future environmental educators: Building critical interdisciplinary teaching capacity among graduate students (2021) J. Environ. Stud. Sci., 11, pp. 101-114. Díaz-Marín, J.S., Geiger, S. Comportamiento Proambiental: Actitudes y valores en una muestra poblacional colombiana (2019) Revista Iberoamericana De Psicología, 12 (1), pp. 31-40. Recuperado de Esteban Ibanez, M., Musitu Ferrer, D., Amador Munoz, L.V., Claros, F.M., Olmedo Ruiz, F.J. University as change manager of attitudes towards environment (The importance of environmental education) (2020) Sustainability, 12 (11), p. 4568. Fishbein, M., Ajzen, I. (2011) Predicting and Changing Behavior: The Reasoned Action Approach, Taylor & Francis Gibbs, A.J., Henderson, K., Luckett, M., Luks, L., Walton, A.L. An interdisciplinary collaboration for environmental education (2022) J. Nurse Practitioners, 18 (4), pp. 420-423. Gil-Doménech, D., Magomedova, N., Sánchez-Alcázar, E.J., Lafuente-Lechuga, M. Integrating sustainability in the business administration and management curriculum: A sustainability competencies map (2021) Sustainability, 13 (16), p. 9458. Grosseck, G., Tîru, L.G., Bran, R.A. Education for sustainable development: Evolution and perspectives: A bibliometric review of research, 1992–2018 (2019) Sustainability, 11 (21), p. 6136. Kinyota, M. Implementing ecopedagogy in highly centralised curricula contexts: A critical analysis of an environmental education course taught at one Tanzanian university (2021) Int. Stud. Sociol. Educ., 30 (1-2), pp. 153-172. Kirsop-Taylor, N., Appiah, D., Steadman, A., Huggett, M. Reflections on integrating the political into environmental education through problem-based learning and political ecology (2020) J. Environ. Educ., 52 (1), pp. 1-13. Lee, S.A., Mork, J., Voća, N., Voronova, V., Virsta, A., Daraban, A.E., Pohlmann, J., Banks, C.E. A comparison of waste education in schools and colleges across five European cities (2021) Int J Sust Dev World, 29 (4), pp. 338-348. Lopera-Perez, M., Maz-Machado, A., Madrid, M.J., Cuida, A.: Bibliometric analysis of the international scientific production on environmental education. J. Baltic Sci. Educ. 20(3), 428– 442 (2021). Recuperado: http://oaji.net/articles/2021/987-1622791155.pdf Ma, Y., Men, J., Cui, W. Does environmental education matter? Evidence from provincial higher education institutions in China (2020) Sustainability, 12 (16), p. 6338. Marcella, V., Samofalova, Y. Data-driven and research-based learning approaches to environmental education in university contexts: Two case studies in Italy and Germany (2022) Lang. Learn. Higher Educ., 12 (2), pp. 567-586. Monroe, M.C., Plate, R.R., Oxarart, A., Bowers, A., Chaves, W.A. Identifying effective climate change education strategies: A systematic review of the research (2019) Environ. Educ. Res., 25 (6), pp. 791-812. Nay-Valero, M., Cordero-Briceño, M.E.F. Educación Ambiental y Educación para la Sostenibilidad: Historia, fundamentos y tendencias (2019) Encuentros, 17 (2), pp. 187-201. Pálsdóttir, A., Jóhannsdóttir, L. Key competencies for sustainability in university of Iceland curriculum (2021) Sustainability, 13 (16), p. 8945. Reid, A., Dillon, J., Ardoin, N., Ferreira, J.A. Scientists’ warnings and the need to reimagine, recreate, and restore environmental education (2021) Environ. Educ. Res., 27 (6), pp. 783-795. Sandoval, M., Páramo, P., Orejuela, J., González, I., Cortés, O., Herrera, K., Garzón, C., Erazo, C. Paradojas del comportamiento proambiental de los estudiantes universitarios en diferentes disciplinas académicas (2019) Interdisciplinaria, 36 (2), pp. 165-184. Saza-Quintero, A.-F., Sierra-Barón, W., Gómez-Acosta, A. Comportamiento proambiental y conocimiento ambiental en universitarios: ¿el área de conocimiento hace la diferencia? (2021) Rev. CES Psico, 1, pp. 64-84. Schmitt, L., Kitzmann, D.I.S.: A Educação Ambiental e os compromissos com a Sustentabilidade na Universidade Federal do Rio Grande–FURG. REMEA-Revista Eletrônica do Mestrado em Educação Ambiental 39(Especial), 75–92 (2022). https://doi.org/10.14295/remea.v39i2. 13876 Seikkula-Leino, J., Jónsdóttir, S.R., Håkansson-Lindqvist, M., Westerberg, M., Eriksson Bergström, S. Responding to global challenges through education: Entrepreneurial, sustainable, and pro-environmental education in Nordic teacher education curricula (2021) Sustainability, 13 (22). Torres-Hernández, T., Barreto, I., Vásquez, J.C.R. Creencias y normas subjetivas como predictores de intención de comportamiento proambiental (2015) Suma psicológica, 22 (2), pp. 86-92. Tran Ho, U., Lepage, B.A., Fang, W.T. Environmental education in pre-school teacher training programs in Vietnam: Situations and challenges (2022) J. Early Childhood Teacher Educ., pp. 1-20. Winter, J., Zhai, J., Cotton, D.R.E. Teaching environmental sustainability in China: Opportunities and challenges for business and economics faculty in higher education (2022) Environ. Educ. Res., 28 (2), pp. 318-332. Zapater, J.L.M. La Educación Ambiental como catalizador del desarrollo sostenible en la educación superior 2015–2020. Revisión Sistemática (2021) Crescendo, 11 (4), pp. 443-462. |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)©2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/closedAccesshttp://purl.org/coar/access_right/c_14cbAcuña-Rodríguez, MónicaCanquiz Rincón, LilianaInciarte González, AliciaGómez López, YefersonUmaña-Ibáñez, Samir F.Coronado-Hernández, Jairo R.Gatica, Gustavo2024-10-23T12:55:14Z2024-10-23T12:55:14Z2023-10-22Acuña-Rodríguez, M. et al. (2023). Articulation of Environmental Education in the Curricula of Higher Education Institutions: A Systematic Review. In: Mesquita, A., Abreu, A., Carvalho, J.V., Santana, C., de Mello, C.H.P. (eds) Perspectives and Trends in Education and Technology. ICITED 2023. Smart Innovation, Systems and Technologies, vol 366. Springer, Singapore. https://doi.org/10.1007/978-981-99-5414-8_25978-981-99-5413-1https://hdl.handle.net/11323/1348910.1007/978-981-99-5414-8_25Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/978-981-99-5414-8The objective of this study was to characterize environmental education from the articulation in the curricula of Higher Education Institutions. For this, a qualitative descriptive systematic review was carried out. For the search, collection, and analysis of data, the Web of science database was taken into account as a specialized search engine, and 25 articles were chosen. The results produced make it evident that the way in which universities decide to face their responsibility for the achievement of the sustainable development goals may vary due to the autonomy that they have in the organization of their study plans, however, many are choosing for taking into account the transversality of environmental education in all professional fields considering comprehensive training and the role that each individual can play to achieve a sustainable and ecological country.15 páginasapplication/pdfengSpringer Science and Business Media Deutschland GmbHGermanySmart Innovation, Systems and TechnologiesPerspectives and Trends in Education and TechnologyAcosta Castellanos, P.M., Queiruga-Dios, A., Hernández Encinas, A., Acosta, L.C. Environmental education in environmental engineering: Analysis of the situation in Colombia and Latin America (2020) Sustainability, 12 (18), p. 7239.Acosta-Castellanos, P.M., Queiruga-Dios, A., Álvarez, L.G. Inclusión de la Educación para el Desarrollo Sostenible en Ingeniería Ambiental (2021) Una revisión Sistemática. Sostenibilidad, 13.Aguilera Eguía, R. ¿Revisión sistemática, revisión narrativa o metaanálisis? (2014) Revista De La Sociedad Española Del Dolor, 21 (6), pp. 359-360.Ariza Ariza, L.G., Delgado, J.A.: Enseñar desde el contexto cultural y su relación con la educación ambiental. Bio-grafía (2022). Recuperado de: https://revistas.pedagogica.edu.co/index.php/bio-grafia/article/view/18058Avilés Contreras, Y., Contreras Moya, A.M., Nodarse González, N.M.: La educación ambiental a través de tareas para la evaluación de lecturas en idioma inglés. Revista Universidad y Sociedad 13(6), 344–355 (2021). Recuperado de: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid= S2218-36202021000600344Aznar Minguet, P., Ull Solís, A. Educación y Sostenibilidad en la Universidad de Valencia: Construyendo futuro desde el pasado (2019) Revista De Educación Ambiental Y Sostenibilidad, 1 (1), p. 1202.Babalola, A., Olawuyi, D.S. Advancing environmental education for sustainable development in higher education in Nigeria: Current challenges and future directions (2021) Sustainability, 13 (19).Barba-Sánchez, V., Mitre-Aranda, M., Del Brío-González, J. The entrepreneurial intention of university students: An environmental perspective (2022) Eur. Res. Manag. Bus. Econ., 28 (2).Begum, A., Jingwei, L., Marwat, I.U.K., Khan, S., Han, H., Ariza-Montes, A. Evaluating the impact of environmental education on ecologically friendly behavior of university students in Pakistan: The roles of environmental responsibility and Islamic values (2021) Sustainability, 13 (18).Berchin, I.I., de Aguiar Dutra, A.R., Guerra, J.B.S.O.D.A. How do higher education institutions promote sustainable development? A literature review (2021) Sustain Dev, 29 (6), pp. 1204-1222.Blanco, M.A., Blanco, M.E., Vila Hinojo, B.T. Environmental education and attitude towards climate change in university students (2022) Revista San Gregorio, 1 (49), pp. 1-15.Bravo, M.T. (2022) Trayectoria De La institucionalización De La educación Ambiental En La educación Superior En México. Remea-Revista Eletrônica Do Mestrado Em Educação Ambiental, 39, pp. 93-115. EspecialCáceres, M.A.M., Andrade, C., Freire, L. Formación inicial de profesores en ciencias: Un análisis del discurso de los programas de educación ambiental de una licenciatura colombiana. Góndola, Enseñanza y Aprendizaje de las Ciencias: Góndola (2020) Ens Aprend Cienc, 15 (3), pp. 477-492.Calderón, A., Cruz, Y., Escobar, C., Espinosa, L.: Estrategia de intervención sobre educación universitaria en salud ambiental. Ministerio de Malariología y Salud Ambiental. XII(2), 313– 318 (2021)Corpuz, A.M., San Andres, T.C., Lagasca, J.M. Integration of environmental education (EE) in teacher education programs: Toward sustainable curriculum greening (2022) Probl. Educ. 21St Century, 80 (1), p. 119. Recuperado deCorral, V.C., Tapia, C., Fraijo, B., Acosta, J., Márquez, P. Orientación a la sustentabilidad como determinante de los estilos de vida sustentables: Un estudio con una muestra mexicana (2008) Revistamexicanadepsicología, 25 (2), pp. 313-327.de Oliveira, D.B., Becker, R.W., Sirtori, C., Passos, C.G. Development of environmental education concepts concerning chemical waste management and treatment: The training experience of undergraduate students (2021) Chem. Educ. Res. Pract., 22 (3), pp. 653-661.Acercamiento a la conceptualización de la educación ambiental para el desarrollo sostenible (2020) Revista Cubana De Educación Superior, 39 (2). Recuperado deDenham, D., Rozance, M.A., Malone, M., Goodling, E. 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ara ejercer estos derechos sobre la Obra tal y como se indica a continuación:</p>
    <ol type="a">
      <li>Reproducir la Obra, incorporar la Obra en una o más Obras Colectivas, y reproducir la Obra incorporada en las Obras Colectivas.</li>
      <li>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.</li>
      <li>Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.</li>
    </ol>
    <p>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).</p>
  </li>
  <br/>
  <li>
    Restricciones.
    <p>La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:</p>
    <ol type="a">
      <li>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).</li>
      <li>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.</li>
      <li>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.</li>
      <li>
        Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:
        <ol type="i">
          <li>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.</li>
          <li>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.</li>
        </ol>
      </li>
      <li>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.</li>
    </ol>
  </li>
  <br/>
  <li>
    Representaciones, Garantías y Limitaciones de Responsabilidad.
    <p>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.</p>
  </li>
  <br/>
  <li>
    Limitación de responsabilidad.
    <p>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.</p>
  </li>
  <br/>
  <li>
    Término.
    <ol type="a">
      <li>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.</li>
      <li>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.</li>
    </ol>
  </li>
  <br/>
  <li>
    Varios.
    <ol type="a">
      <li>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.</li>
      <li>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.</li>
      <li>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.</li>
      <li>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.</li>
    </ol>
  </li>
  <br/>
</ol>
 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