Assessment of the strategies adopted by teachers in the teaching of science from the perspective of basic education students
Objective: to characterize and assess the level of development in pedagogical competences through the strategies adopted by Basic Education teachers in the teaching of science from the students’ perspective. Methodology: A quantitative approach was applied which was of a descriptive and multifactori...
- Autores:
-
VELOZA RINCÓN, RAMIRO ALEJANDRO
HERNANDEZ SUAREZ, CESAR AUGUSTO
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2018
- Institución:
- Universidad Francisco de Paula Santander
- Repositorio:
- Repositorio Digital UFPS
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.ufps.edu.co:ufps/1813
- Acceso en línea:
- http://repositorio.ufps.edu.co/handle/ufps/1813
- Palabra clave:
- Pedagogical practice
Teaching of science
Competences
Práctica pedagógica
Enseñanza de la ciencia
Competencias
Prática pedagógica
Ensino da ciência
Competências
- Rights
- openAccess
- License
- Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)
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Assessment of the strategies adopted by teachers in the teaching of science from the perspective of basic education students |
| dc.title.spa.fl_str_mv |
Valoración de las estrategias adoptadas por docentes en la enseñanza de la ciencia desde la perspectiva de los estudiantes de educación básica |
| dc.title.por.fl_str_mv |
Avaliação das estratégias adotadas pelos professores no ensino de ciências na perspectiva de alunos da educação básica |
| title |
Assessment of the strategies adopted by teachers in the teaching of science from the perspective of basic education students |
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Assessment of the strategies adopted by teachers in the teaching of science from the perspective of basic education students Pedagogical practice Teaching of science Competences Práctica pedagógica Enseñanza de la ciencia Competencias Prática pedagógica Ensino da ciência Competências |
| title_short |
Assessment of the strategies adopted by teachers in the teaching of science from the perspective of basic education students |
| title_full |
Assessment of the strategies adopted by teachers in the teaching of science from the perspective of basic education students |
| title_fullStr |
Assessment of the strategies adopted by teachers in the teaching of science from the perspective of basic education students |
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Assessment of the strategies adopted by teachers in the teaching of science from the perspective of basic education students |
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Assessment of the strategies adopted by teachers in the teaching of science from the perspective of basic education students |
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VELOZA RINCÓN, RAMIRO ALEJANDRO HERNANDEZ SUAREZ, CESAR AUGUSTO |
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VELOZA RINCÓN, RAMIRO ALEJANDRO HERNANDEZ SUAREZ, CESAR AUGUSTO |
| dc.subject.proposal.eng.fl_str_mv |
Pedagogical practice Teaching of science Competences |
| topic |
Pedagogical practice Teaching of science Competences Práctica pedagógica Enseñanza de la ciencia Competencias Prática pedagógica Ensino da ciência Competências |
| dc.subject.proposal.spa.fl_str_mv |
Práctica pedagógica Enseñanza de la ciencia Competencias |
| dc.subject.proposal.por.fl_str_mv |
Prática pedagógica Ensino da ciência Competências |
| description |
Objective: to characterize and assess the level of development in pedagogical competences through the strategies adopted by Basic Education teachers in the teaching of science from the students’ perspective. Methodology: A quantitative approach was applied which was of a descriptive and multifactorial nature. The data was collected among the eighth and ninth grade students of the Santiago Apóstol Educational Institution, municipality of Santiago, Norte de Santander, Colombia. A Likert scale was used for students to describe the pedagogical practice of teachers in the area of Natural Sciences including the three aspects that are assessed in the development of pedagogical competence: curricular planning, curriculum development and curriculum assessment (monitoring and improvement). Results: the statistical tests show that teachers develop reflective pedagogical practices which require reinforcement in the Research Based Instructional Strategy (RBIS) and in Information and Communication Technologies (ICT) leading to the development of more assertive scientific competences. Conclusions: strategies were identified to foster the development of scientific competences in students and the use of didactic resources and laboratory practices, however, they are not articulated to the needs of students. |
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2018 |
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2018-06-25 |
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2021-12-10T15:12:02Z |
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2021-12-10T15:12:02Z |
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10.30854/anf.v25.n45.2018.510 |
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Ánfora ISSN: 0121-6538, 2018 vol:25 fasc: 45 págs: 17 - 42, DOI:10.30854/anf.v25.n45.2018.510 |
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Vol. 25, No. 45 (2018) |
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Veloza Rincón, Ramiro Alejandro y Hernández Suárez, César Augusto (diciembre, 2018). Assessment of the strategies adopted by teachers in the teaching of science from the perspective of basic education students. Ánfora, 25(45), 17-42. DOI: https://doi. org/10.30854/anf.v25.45.2018. XXX Universidad Autónoma de Manizales. ISSN 0121-6538. |
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VELOZA RINCÓN, RAMIRO ALEJANDRO395b9cc81bf0af2f702c381f9ef05dd6600HERNANDEZ SUAREZ, CESAR AUGUSTOe68aa9e1677f4d5e4b155d813077e7506002021-12-10T15:12:02Z2021-12-10T15:12:02Z2018-06-25http://repositorio.ufps.edu.co/handle/ufps/181310.30854/anf.v25.n45.2018.510Objective: to characterize and assess the level of development in pedagogical competences through the strategies adopted by Basic Education teachers in the teaching of science from the students’ perspective. Methodology: A quantitative approach was applied which was of a descriptive and multifactorial nature. The data was collected among the eighth and ninth grade students of the Santiago Apóstol Educational Institution, municipality of Santiago, Norte de Santander, Colombia. A Likert scale was used for students to describe the pedagogical practice of teachers in the area of Natural Sciences including the three aspects that are assessed in the development of pedagogical competence: curricular planning, curriculum development and curriculum assessment (monitoring and improvement). Results: the statistical tests show that teachers develop reflective pedagogical practices which require reinforcement in the Research Based Instructional Strategy (RBIS) and in Information and Communication Technologies (ICT) leading to the development of more assertive scientific competences. Conclusions: strategies were identified to foster the development of scientific competences in students and the use of didactic resources and laboratory practices, however, they are not articulated to the needs of students.Objetivos: caracterizar y evaluar el nivel de desarrollo de las competencias pedagógicas mediante las estrategias adoptadas por docentes de Educación Básica en la enseñanza de la ciencia desde la perspectiva de los estudiantes. Metodología: se aplicó un enfoque metodológico cuantitativo de naturaleza descriptiva y multifactorial. Los datos se obtuvieron entre los estudiantes de octavo y noveno grado de la Institución Educativa Santiago Apóstol, Municipio de Santiago, Norte de Santander, Colombia. Se utilizó una escala Likert diseñada para que los estudiantes describieran la práctica pedagógica de los docentes del área de Ciencias Naturales desde los tres aspectos que se evalúa en el desarrollo de la competencia pedagógica: la planeación curricular, desarrollo curricular y seguimiento y mejora (evaluación curricular). Resultados: las pruebas estadísticas muestran que los docentes desarrollan prácticas pedagógicas reflexivas que requieren de refuerzo en la Estrategia Pedagógica (IEP) y en las Tecnologías de la Información y las Comunicaciones (TIC) que permitan un desarrollo de competencias científicas más asertivas. Conclusiones: se identifican estrategias que promueven el desarrollo de competencias científicas en los estudiantes y se devela la utilización de recursos didácticos y prácticas de laboratorio que, sin embargo, no están articulados con las necesidades de los estudiantes.Objetivo: caracterizar e avaliar o nível de desenvolvimento das competências pedagógicas mediante as estratégias adotadas pelos professores de Educação Básica no ensino da ciência a partir da perspectiva dos alunos. Metodologia: foi aplicado um enfoque metodológico quantitativo de natureza descritiva e multifatorial. Os dados foram obtidos entre os alunos de oitava e nona série da Instituição Educativa Santiago Apóstol, Município de Santiago, Norte de Santander, Colômbia. Foi utilizada uma Escala Likert desenhada para que os estudantes descrevessem a prática pedagógica dos professores na área de Ciências Naturais a partir de três aspectos avaliados no desenvolvimento da competência pedagógica: planejamento de currículo, desenvolvimento de currículo e seguimento e melhoria (avaliação curricular). Resultados: as provas estatísticas mostram que os professores desenvolvem práticas pedagógicas reflexivas que precisam de um reforço na Estratégia Pedagógica (IEP) e nas Tecnologias da Informação e das Comunicações (TIC), reforços que vão levar a um desenvolvimento mais assertivo das competências científicas. Conclusões: identificamse estratégias que promovam o desenvolvimento de competências científicas nos estudantes e se evidencia o uso de recursos didáticos e práticas de laboratório que, no entanto, não estão coordenados com as necessidades dos estudantes.26 páginasapplication/pdfengÁnforaColombiaÁnfora ISSN: 0121-6538, 2018 vol:25 fasc: 45 págs: 17 - 42, DOI:10.30854/anf.v25.n45.2018.510Vol. 25, No. 45 (2018)4245 (2018)1725Veloza Rincón, Ramiro Alejandro y Hernández Suárez, César Augusto (diciembre, 2018). Assessment of the strategies adopted by teachers in the teaching of science from the perspective of basic education students. Ánfora, 25(45), 17-42. DOI: https://doi. org/10.30854/anf.v25.45.2018. XXX Universidad Autónoma de Manizales. ISSN 0121-6538.Ánforahttps://publicaciones.autonoma.edu.co/index.php/anfora/article/view/510Assessment of the strategies adopted by teachers in the teaching of science from the perspective of basic education studentsValoración de las estrategias adoptadas por docentes en la enseñanza de la ciencia desde la perspectiva de los estudiantes de educación básicaAvaliação das estratégias adotadas pelos professores no ensino de ciências na perspectiva de alunos da educação básicaArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/openAccessAtribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)http://purl.org/coar/access_right/c_abf2Pedagogical practiceTeaching of scienceCompetencesPráctica pedagógicaEnseñanza de la cienciaCompetenciasPrática pedagógicaEnsino da ciênciaCompetênciasBerrio, A. y Torres, M. (2009). Concepciones de los docentes de ciencias naturales sobre competencias científicas y su desarrollo en las prácticas de aula (Tesis de maestría). Montería: Universidad de Córdoba, Colombia.Bromme, R. (1988). Conocimientos profesionales de los profesores. Enseñanza de las Ciencias, 6(1), 19-29.Carrascosa, J. y Gil, D. (1985). La metodología de la superficialidad y el aprendizaje de las ciencias. Enseñanza de las Ciencias, (3), 113-120.Furió, C. (1994). Tendencias actuales en la formación del profesorado de ciencias. Enseñanza de las Ciencias, 12(2), 188-199.Furió, C. y Gil, D. (1989). La didáctica de las ciencias en la formación inicial del profesorado: una orientación y un programa teóricamente fundamentados. Enseñanza de las Ciencias, 7(3), 257-265.García, J. F., Gracia, E., Fuentes, M., Lila, M., y Pascual, J. (2010). La innovación educativa desde la metodología: Mejora de las actitudes y competencias científicas de los alumnos. Escritos de Psicología, 3(4), 1-10.Hair, J. F., Anderson, R., Tatham, R. y Black, W. (2002). Análisis multivariante. Prentice Hall Iberia: Madrid.Hernández, C. (2005). Foro educativo nacional. Qué son las competencias científicas: Colombia Aprende. Recuperado de http://www.colombiaaprende.edu.co/ html/docentes/1596/articles-89416_archivo_5.pdfHernández, C., Pabón, C. y Prada, R. (2017). Desarrollo de competencias y su relación con el contexto educativo entre docentes de ciencias naturales. Revista Virtual Universidad Católica del Norte, (51), 194-215. Recuperado de http://revistavirtual.ucn.edu.co/index.php/RevistaUCN/article/ view/852/1370Hewson, P. W. y Hewson, M. (1987). Science teachers' conception of teaching: Implications for teacher education. International Journal of Science Education, 9(4), 425-440.Instituto Colombiano para la evaluación Educación, ICFES (2010). Mejor saber. Saber 5° y 9° 2009 resultados nacionales. Resumen ejecutivo. http://www.icfes. gov.coInstituto Colombiano para la evaluación Educación, ICFES (2013). Colombia en pisa 2012 Informe nacional de resultados. Resumen ejecutivo. http://www.icfes. gov.co/Jorba, J. y Sanmartí, N. (1993). La función pedagógica de la evaluación. Aula de innovación educativa (20), 20-30.Mantilla, D., Morales. A, y Gómez L. C. (2011). Diseño de un sistema de formación de competencias, a propósito de la apropiación de la noción de propiedad intelectual, apoyado en tecnología de la información. Zona Próxima (15), 22-39Ministerio de Educación Nacional de Colombia. (2004). Estándares básicos de competencias en ciencias sociales y ciencias naturales. La formación en ciencias ¡el desafío!. Recuperado de http://www.mineducacion.gov.co/1621/articles-116042_archivo_pdf3.pdfMinisterio de Educación Nacional de Colombia. (2008). Guía Metodológica N° 31. Evaluación Anual de Desempeño Laboral. Docentes y Directivos Docentes del Estatuto de Profesionalización Docente Decreto Ley 1278 de 2002. Recuperado de http://www.mineducacion.gov.co/1621/articles-169241_archivo_pdf.pdfMinisterio de Educación Nacional de Colombia. (2014). Evaluación de competencias para el ascenso o reubicación de nivel salarial en el Escalafón de Profesionalización Docente de los docentes y directivos docentes regidos por el Decreto Ley 1278 de 2002. Docente de básica primaria. Documento guía. Bogotá: MENOrganización para la Cooperación y el Desarrollo Económicos, OCDE. (2016). PISA 2015. Resultados clave. Recuperado de https://www.oecd.org/pisa/ pisa-2015-results-in-focus-ESP.pdfPalomares, A. L. y Villareal, M. E. (2009). Material educativo computacional para el desarrollo de competencias científicas. Studiositas, 4(1), 17-26.Pardo M., A y Ruiz, M. A. (2002). SPSS 11 Guía para el análisis de datos. Madrid: Editorial McGraw Hill.Peña, D. (2002). Análisis de Datos Multivariantes. Madrid: Editorial McGrawHill.Restrepo, F. (2007). Habilidades investigativas en niños y niñas de 5 a 7 años de instituciones oficiales y privadas de la ciudad de Manizales (Tesis de doctorado). Universidad de Manizales-Centro de Estudios Avanzados en Niñez y Juventud.Tamayo, O. E. (2014). Pensamiento crítico dominio-específico en la didáctica de las ciencias. TED: Tecné, Episteme y Didaxis (2), 25-46.Veloza, R. A. (2015). Prácticas pedagógicas que desarrollan competencias científicas en estudiantes de sexto y séptimo grado de las instituciones educativas Centro Educativo Rural Florentino Blanco e Institución Educativa Santiago Apóstol (Tesis de Maestría). Universidad Francisco de Paula Santander, Cúcuta.Zuluaga, O. (1999). Pedagogía e Historia. Santafé de Bogotá: Siglo del hombre. 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 incorporada 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.
0000-0002-7974-5560e68aa9e1677f4d5e4b155d813077e750600 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