La Comprensión Lectora Avanzada a través de las Disciplinas: Variables Instruccionales y Psicoeducativas

El interés por la competencia genérica de comprensión lectora avanzada (CLA) como contenido transversal ha aumentado en el último lustro. En este estudio se persigue identifi car factores asociados a los resultados de los estudiantes en CLA. Se realiza un análisis de dos tipos de variables: i) instr...

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Autores:
García-Sánchez, Jesús-Nicasio
García Martín, Judit
Tipo de recurso:
Article of investigation
Fecha de publicación:
2021
Institución:
Corporación Universidad de la Costa
Repositorio:
REDICUC - Repositorio CUC
Idioma:
spa
OAI Identifier:
oai:repositorio.cuc.edu.co:11323/10853
Acceso en línea:
https://hdl.handle.net/11323/10853
https://repositorio.cuc.edu.co/
Palabra clave:
Comprensión lectora avanzada
Competencias genéricas
Estrategias instruccionales
Patrones psicoeducativos
Herramientas digitales
Advanced reading comprehension
Generic competencies
Learning strategies
Psychoeducational patterns
Web tools
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openAccess
License
Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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network_name_str REDICUC - Repositorio CUC
repository_id_str
dc.title.spa.fl_str_mv La Comprensión Lectora Avanzada a través de las Disciplinas: Variables Instruccionales y Psicoeducativas
dc.title.translated.none.fl_str_mv Reading comprehension across the curriculum: Instructional and psychoeducational variables
title La Comprensión Lectora Avanzada a través de las Disciplinas: Variables Instruccionales y Psicoeducativas
spellingShingle La Comprensión Lectora Avanzada a través de las Disciplinas: Variables Instruccionales y Psicoeducativas
Comprensión lectora avanzada
Competencias genéricas
Estrategias instruccionales
Patrones psicoeducativos
Herramientas digitales
Advanced reading comprehension
Generic competencies
Learning strategies
Psychoeducational patterns
Web tools
title_short La Comprensión Lectora Avanzada a través de las Disciplinas: Variables Instruccionales y Psicoeducativas
title_full La Comprensión Lectora Avanzada a través de las Disciplinas: Variables Instruccionales y Psicoeducativas
title_fullStr La Comprensión Lectora Avanzada a través de las Disciplinas: Variables Instruccionales y Psicoeducativas
title_full_unstemmed La Comprensión Lectora Avanzada a través de las Disciplinas: Variables Instruccionales y Psicoeducativas
title_sort La Comprensión Lectora Avanzada a través de las Disciplinas: Variables Instruccionales y Psicoeducativas
dc.creator.fl_str_mv García-Sánchez, Jesús-Nicasio
García Martín, Judit
dc.contributor.author.none.fl_str_mv García-Sánchez, Jesús-Nicasio
García Martín, Judit
dc.subject.proposal.spa.fl_str_mv Comprensión lectora avanzada
Competencias genéricas
Estrategias instruccionales
Patrones psicoeducativos
Herramientas digitales
topic Comprensión lectora avanzada
Competencias genéricas
Estrategias instruccionales
Patrones psicoeducativos
Herramientas digitales
Advanced reading comprehension
Generic competencies
Learning strategies
Psychoeducational patterns
Web tools
dc.subject.proposal.eng.fl_str_mv Advanced reading comprehension
Generic competencies
Learning strategies
Psychoeducational patterns
Web tools
description El interés por la competencia genérica de comprensión lectora avanzada (CLA) como contenido transversal ha aumentado en el último lustro. En este estudio se persigue identifi car factores asociados a los resultados de los estudiantes en CLA. Se realiza un análisis de dos tipos de variables: i) instruccionales: estrategias y técnicas de enseñanza y aprendizaje utilizadas, sistemas de evaluación y enseñanza innovadores, géneros textuales y medios físicos o digitales empleados; y ii) psicoeducativas: compromiso por el aprendizaje, motivación de logro, autoefi cacia, estrategias de afrontamiento, inteligencia emocional, atribuciones, autorregulación, estilos de aprendizaje. Se diseña y aplica un cuestionario online, Evaluación y Metodologías Instruccionales en Competencias Genéricas (EMICOG) a estudiantes de pregrado de una universidad Latinoamericana, completándolo 2.775 (48% H, M: 22 años). Los resultados evidencian patrones diferenciales en la mayoría de las variables en función del nivel de CLA como competencia genérica clave para el éxito académico con independencia de la rama y el campo de formación universitaria. Dada su complejidad, cualquier medida que se adopte sobre la actuación para la mejora de la transversalización de la enseñanza y la evaluación de las competencias genéricas debe considerarlos para defi nir pautas de actuación específi cas tales como la creación de observatorios permanentes.
publishDate 2021
dc.date.issued.none.fl_str_mv 2021-07-03
dc.date.accessioned.none.fl_str_mv 2024-03-13T15:55:24Z
dc.date.available.none.fl_str_mv 2024-03-13T15:55:24Z
dc.type.spa.fl_str_mv Artículo de revista
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.content.spa.fl_str_mv Text
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dc.identifier.citation.spa.fl_str_mv García-Sánchez , J.-N., & García-Martín , J. (2021). La Comprensión Lectora Avanzada a través de las Disciplinas: Variables Instruccionales y Psicoeducativas. REICE. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 19(4). https://doi.org/10.15366/reice2021.19.4.012
dc.identifier.issn.spa.fl_str_mv 1696-4713
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/11323/10853
dc.identifier.doi.none.fl_str_mv 10.15366/reice2021.19.4.012
dc.identifier.instname.spa.fl_str_mv Corporación Universidad de la Costa
dc.identifier.reponame.spa.fl_str_mv REDICUC - Repositorio CUC
dc.identifier.repourl.spa.fl_str_mv https://repositorio.cuc.edu.co/
identifier_str_mv García-Sánchez , J.-N., & García-Martín , J. (2021). La Comprensión Lectora Avanzada a través de las Disciplinas: Variables Instruccionales y Psicoeducativas. REICE. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 19(4). https://doi.org/10.15366/reice2021.19.4.012
1696-4713
10.15366/reice2021.19.4.012
Corporación Universidad de la Costa
REDICUC - Repositorio CUC
url https://hdl.handle.net/11323/10853
https://repositorio.cuc.edu.co/
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.ispartofjournal.spa.fl_str_mv REICE. Revista Iberoamericana sobre Calidad, Efi cacia y Cambio en Educación
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spelling Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)© Copyright 2021 Elsevier B.V., All rights reserved.https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2García-Sánchez, Jesús-NicasioGarcía Martín, Judit2024-03-13T15:55:24Z2024-03-13T15:55:24Z2021-07-03García-Sánchez , J.-N., & García-Martín , J. (2021). La Comprensión Lectora Avanzada a través de las Disciplinas: Variables Instruccionales y Psicoeducativas. REICE. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 19(4). https://doi.org/10.15366/reice2021.19.4.0121696-4713https://hdl.handle.net/11323/1085310.15366/reice2021.19.4.012Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/El interés por la competencia genérica de comprensión lectora avanzada (CLA) como contenido transversal ha aumentado en el último lustro. En este estudio se persigue identifi car factores asociados a los resultados de los estudiantes en CLA. Se realiza un análisis de dos tipos de variables: i) instruccionales: estrategias y técnicas de enseñanza y aprendizaje utilizadas, sistemas de evaluación y enseñanza innovadores, géneros textuales y medios físicos o digitales empleados; y ii) psicoeducativas: compromiso por el aprendizaje, motivación de logro, autoefi cacia, estrategias de afrontamiento, inteligencia emocional, atribuciones, autorregulación, estilos de aprendizaje. Se diseña y aplica un cuestionario online, Evaluación y Metodologías Instruccionales en Competencias Genéricas (EMICOG) a estudiantes de pregrado de una universidad Latinoamericana, completándolo 2.775 (48% H, M: 22 años). Los resultados evidencian patrones diferenciales en la mayoría de las variables en función del nivel de CLA como competencia genérica clave para el éxito académico con independencia de la rama y el campo de formación universitaria. Dada su complejidad, cualquier medida que se adopte sobre la actuación para la mejora de la transversalización de la enseñanza y la evaluación de las competencias genéricas debe considerarlos para defi nir pautas de actuación específi cas tales como la creación de observatorios permanentes.Interest in generic advanced reading comprehension (CLA) competence as transversal content has increased in the last fi ve years. This study seeks to identify factors associated with the results of students in CLA. An analysis of two types of variables is carried out: i) instructional: teaching and learning strategies and techniques used, innovative evaluation and teaching systems, textual genres and physical or digital media used; and ii) psychoeducational: commitment to learning, achievement motivation, self-effi cacy, coping strategies, emotional intelligence, attributions, self-regulation, learning styles. An online questionnaire, Evaluation and Instructional Methodologies in Generic Competences (EMICOG) is designed and applied to undergraduate students of a Latin American university, completing it 2775 (48% H, M: 22 years). The results show differential patterns in most of the variables depending on the level of CLA as a key generic competence for academic success, regardless of the branch and fi eld of university education. Given their complexity, any measure adopted on actions to improve the mainstreaming of teaching and the evaluation of generic competences must consider them to defi ne specifi c guidelines for action such as the creation of permanent observatories.18 páginasapplication/pdfspaUniversidad Autonoma de MadridSpainhttps://www.scopus.com/record/display.uri?eid=2-s2.0-85117335421&doi=10.15366%2freice2021.19.4.012&origin=inward&txGid=2940a86dded6d0579f7b387a8677b85fLa Comprensión Lectora Avanzada a través de las Disciplinas: Variables Instruccionales y PsicoeducativasReading comprehension across the curriculum: Instructional and psychoeducational variablesArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARThttp://purl.org/coar/version/c_970fb48d4fbd8a85REICE. Revista Iberoamericana sobre Calidad, Efi cacia y Cambio en EducaciónAlmerich, G., Díaz-García, I., Cebrián-Cifuentes, S. y Suárez-Rodríguez, J. (2018). Estructura dimensional de las competencias del siglo XXI en alumnado universitario de educación. RELIEVE, 24(1), 1-21. https://doi.org/10.7203/relieve.24.1.12548Arias, D. H., Díaz, O. C., Garzón, I., León, A. C., Rodríguez, S. P. y Valbuena, E. O. (2018). Entre las exigencias de calidad y las condiciones de desigualdad: Formación inicial de profesores en Colombia. UPN.Belavi, G. y Murillo, F. J. (2020). Democracia y justicia social en las escuelas: Dimensiones para pensar y mejorar la práctica educativa. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 18(3), 5-28.https://doi.org/10.15366/reice2020.18.3.001Benavides, D. R. y Sierra, G. M. (2016). Estrategias didácticas para fomentar la lectura crítica desde la perspectiva de la transversalidad. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 11(3), 79-109. https://revistas.uam.es/reice/article/view/2906Brodsky, J. E., Brooks, P. 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Computers & Education, 67, 105-120. https://doi.org/10.1016/j.compedu.2013.03.003García-Martín, J. y García, J. N. (2017). Pre-service teachers’ perceptions of the competence dimensions of digital literacy and of psychological and educational measures. Computers & Education, 107, 54-67. https://doi.org/10.1016/j.compedu. 2016.12.010García-Martín, J. y García, J. N. (2018). The instructional effectiveness of two virtual approaches: Processes and product. Revista de Psicodidáctica, 23(2), 117-127. https://doi.org/10.1016/j.psicoe.2018.02.003García-Martín, J. y García, J. N. (2020a). The effectiveness of four instructional approaches used in a MOOC promoting personal skills for success in life. Revista Psicodidáctica, 25(1), 36-44. https://doi.org/10.1016/j.psicod.2019.08.002García-Martín, J. y García, J. N. (2020b). Methodologies used by university lecturers in teaching and assessment of reading competence. Ocnos-Revista Estudios sobre Lectura, 19(3), 55-71. https://doi.org/10.18239/ocnos_2020.19.3.2378García-Martín, J., García, J. N., Inciarte, A. J., Marín, F. V., Sánchez, E. R. y Conde, M. E. (2019). Sistemas de evaluación y metodologías docentes y su incidencia en las competencias genéricas. International Journal of Developmental and Educational Psychology, 3(1), 337-352. https://doi.org/10.17060/ijodaep.2019.n1.v3.1499García-Martín, J. y García-Martín, S. (2021). Uso de herramientas digitales para la docencia durante la pandemia COVID-19. Revista Española de Educación Comparada, 38, 151-173. https://doi.org/10.5944/reec.38.2021.27816González, S. y Triviño, M. A. (2018). Las estrategias didácticas en la práctica docente universitaria. Profesorado. Revista de Curriculum y Formación del Profesorado, 22(2), 371-388. https://doi.org/10.30827/profesorado.v 22i2.7728Graham, S., Liu, X., Ng, C., Bartlett, B., Harris, K. R. y Kavanauge, C. (2018). 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Examining the relationship between teachers’ ICT self-efficacy for educational purposes, collegia collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 9, 935. https://doi.org/10.3389/fpsyg.2018.00935He, P., Zhou, Q., Zhao, H., Jiang, C. y Wu, Y. J. (2020). Compulsory citizenship behavior and employee creativity: Creative self-efficacy as a mediator and negative affect as a moderator. Frontiers in Psychology, 11(1640). https://doi.org/10.3389/fpsyg.2020.01640Hershkovitz, A. y Alexandron, G. (2020). Understanding the potential and challenges of big data in schools and education. Tendencias Pedagógicas, 35, 7-17. https://doi.org/10.15366/tp2020.35.002Hew, K. F. y Cheung W. S. (2014). Students’ and instructors’ use of massive open online courses. Motivations and challenges. Educational Research Review, 12, 45-58. https://doi.org/10.1016/j.edurev.2014.05.001Karagiannopoulou E., Milienos F. S. y Athanasopoulos, V. (2018). Associations between defense styles, approaches to learning, and achievement among university students. Frontiers in Psychology, 9, 1-10. https://doi.org/10.3389/feduc.2018.00053Kearney, C. A., Sanmartín, R. y Gonzálvez, C. (2020). The school climate and academic mindset inventory: Confirmatory factor analysis and invariance across demographic groups. Frontiers in Psychology, 11, 2061. https://doi.org/10.3389/fpsyg.2020.02061Klein, P. D. y Boscolo, P. (2015). Trends in research on writing as a learning activity. Journal of Writing Research, 7(3), 311-350. https://doi.org/10.17239/jowr-2016.07.03.01Koster, M., Tribushinina, E., de Jong, P. F. y van den Bergh, H. (2015). Teaching children to write: A meta-analysis of writing intervention research. Journal of Writing Research, 7(2), 249-274. https://doi.org/10.17239/jowr-2015.07.02.2Lai, H. M., Hsiao, Y. L. y Hsieh, P. J. (2018). 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Reading in a Foreign Language, 9(1), 155-173.214197419Comprensión lectora avanzadaCompetencias genéricasEstrategias instruccionalesPatrones psicoeducativosHerramientas digitalesAdvanced reading comprehensionGeneric competenciesLearning strategiesPsychoeducational patternsWeb toolsPublicationORIGINALLa Comprensión Lectora Avanzada a través.pdfLa Comprensión Lectora Avanzada a través.pdfArtículoapplication/pdf1621628https://repositorio.cuc.edu.co/bitstreams/0f51e141-db11-43e4-b5dc-f5a28ab11a90/downloadb55194f1f376e26fc28245cef91994cbMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://repositorio.cuc.edu.co/bitstreams/f63d8da9-d2e0-4d80-8cee-5584379fc258/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTLa Comprensión Lectora Avanzada a través.pdf.txtLa Comprensión Lectora Avanzada a través.pdf.txtExtracted texttext/plain68596https://repositorio.cuc.edu.co/bitstreams/b673c7dd-9b70-4f7d-9eae-731933a3b82b/download838f62785e0278bb12489b09d79c4814MD53THUMBNAILLa Comprensión 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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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