Conceptions and pedagogical practices on the mathematical processes of teachers
The objective of this research work is to establish the disciplinary, didactic and pedagogical conceptions of teachers in the area of mathematics in basic education against the formative process by competences and mathematical processes. The relationship between the standards developed in the instit...
- Autores:
-
HERNANDEZ SUAREZ, CESAR AUGUSTO
Prada Nuñez, Raul
Aloiso, Audin
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2019
- Institución:
- Universidad Francisco de Paula Santander
- Repositorio:
- Repositorio Digital UFPS
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.ufps.edu.co:ufps/852
- Acceso en línea:
- http://repositorio.ufps.edu.co/handle/ufps/852
- Palabra clave:
- Rights
- openAccess
- License
- Atribución 4.0 Internacional (CC BY 4.0)
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Conceptions and pedagogical practices on the mathematical processes of teachers |
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Conceptions and pedagogical practices on the mathematical processes of teachers |
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Conceptions and pedagogical practices on the mathematical processes of teachers |
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Conceptions and pedagogical practices on the mathematical processes of teachers |
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Conceptions and pedagogical practices on the mathematical processes of teachers |
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Conceptions and pedagogical practices on the mathematical processes of teachers |
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Conceptions and pedagogical practices on the mathematical processes of teachers |
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Conceptions and pedagogical practices on the mathematical processes of teachers |
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HERNANDEZ SUAREZ, CESAR AUGUSTO Prada Nuñez, Raul Aloiso, Audin |
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HERNANDEZ SUAREZ, CESAR AUGUSTO Prada Nuñez, Raul Aloiso, Audin |
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The objective of this research work is to establish the disciplinary, didactic and pedagogical conceptions of teachers in the area of mathematics in basic education against the formative process by competences and mathematical processes. The relationship between the standards developed in the institution against those stipulated by the “Ministerio de Educación Nacional” of Colombia was analyzed. This research was developed considering a hermeneutical historical paradigm, guided by the integrated qualitative approach, from an ethnographic design and therefore microetnography as a method. The research contributes from the epistemological, pedagogical and didactic categories, towards the achievement of evidence related to the classroom practices of teachers where contextualized problematic situations do not prevail so that the classes of the students are routine, not very impactful and the environment or Space becomes unmanageable, they do not have an adequate use of educational texts, and the use of educational material such as technological tools is not evident. |
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2019 |
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2019 |
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2021-11-10T19:05:09Z |
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2021-11-10T19:05:09Z |
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Artículo de revista |
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http://repositorio.ufps.edu.co/handle/ufps/852 |
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10.1088/1742-6596/1408/1/012009 |
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eng |
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Journal of Physics: Conference Series ISSN: 1742-6596, 2019 vol:1408 fasc: págs: 1 - 8 |
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Vol.1408, 012009 (2019) |
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8 |
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012009 (2019) |
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1 |
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1408 |
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Hernández, C. A., Prada, R. y Gamboa, A. (2019). Conceptions and pedagogical practices on the mathematical processes of teachers. Journal of Physics: Conference Series, 1408(012009), 1–8. https://doi.org/10.1088/1742-6596/1408/1/012009 |
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Atribución 4.0 Internacional (CC BY 4.0) |
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Atribución 4.0 Internacional (CC BY 4.0) http://purl.org/coar/access_right/c_abf2 |
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8 páginas |
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Journal of Physics: Conference Series |
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Reino Unido |
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HERNANDEZ SUAREZ, CESAR AUGUSTOe68aa9e1677f4d5e4b155d813077e750600Prada Nuñez, Raul4041bc014f9b5efbfb51661f6e33594b600Aloiso, Audin62ca6fe4e04717703491d6ff2bf332f46002021-11-10T19:05:09Z2021-11-10T19:05:09Z2019http://repositorio.ufps.edu.co/handle/ufps/85210.1088/1742-6596/1408/1/012009The objective of this research work is to establish the disciplinary, didactic and pedagogical conceptions of teachers in the area of mathematics in basic education against the formative process by competences and mathematical processes. The relationship between the standards developed in the institution against those stipulated by the “Ministerio de Educación Nacional” of Colombia was analyzed. This research was developed considering a hermeneutical historical paradigm, guided by the integrated qualitative approach, from an ethnographic design and therefore microetnography as a method. The research contributes from the epistemological, pedagogical and didactic categories, towards the achievement of evidence related to the classroom practices of teachers where contextualized problematic situations do not prevail so that the classes of the students are routine, not very impactful and the environment or Space becomes unmanageable, they do not have an adequate use of educational texts, and the use of educational material such as technological tools is not evident.8 páginasapplication/pdfengJournal of Physics: Conference SeriesReino UnidoJournal of Physics: Conference Series ISSN: 1742-6596, 2019 vol:1408 fasc: págs: 1 - 8Vol.1408, 012009 (2019)8012009 (2019)11408Hernández, C. A., Prada, R. y Gamboa, A. (2019). Conceptions and pedagogical practices on the mathematical processes of teachers. Journal of Physics: Conference Series, 1408(012009), 1–8. https://doi.org/10.1088/1742-6596/1408/1/012009Journal of Physics: Conference SeriesContent from this work may be used under the terms of theCreative Commons Attribution 3.0 licence. Any further distribution of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI. Published under licence by IOP Publishing Ltdinfo:eu-repo/semantics/openAccessAtribución 4.0 Internacional (CC BY 4.0)http://purl.org/coar/access_right/c_abf2https://iopscience.iop.org/article/10.1088/1742-6596/1408/1/012009Conceptions and pedagogical practices on the mathematical processes of teachersArtículo 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_970fb48d4fbd8a85Ministerio de Educación Nacional (MEN) 2003 Estándares básicos de competencias en matemáticas (Colombia: Ministerio de Educación Nacional)Zuluaga O 1999 Pedagogía e historia. La historicidad de la pedagogía, la enseñanza, un objeto de saber (Bogotá: Siglo del Hombre Editores)Martínez A 1990 Teoría Pedagógica, una mirada arqueológica de la pedagogía Pedagogía y Saberes 1 8Barragán D, et al. 2012 Practica pedagógica perspectivas teóricas inteligencias (Bogotá: Ecoe Ediciones)De Longhi A, Bermudez G 2010 La comunicación en el aula (Cordoba: Editorial FCEF y N- UNC)Pérez A 1985 Paradigmas contemporáneos de investigación didáctica la enseñanza: Su teoría y su práctica ed Gimeno J (Madrid: Ediciones Akal) p 95Porlán R, Martín J 2004 El diario del profesor. Un recurso para la investigación ene el aula (Sevilla: Díada)Gascón J 1998 Evolución de la didáctica de las matemáticas como disciplina científica Recherches en Didactique des Mathématiques 18 7Hamachek D 1987 Encounters with the self (New York: Holt, Rinehart and Winston)Barragan A 2012 Psicología positiva y humanismo: premisas básicas y coincidencias en los conceptos Revista Electrónica e Psicología 15 1512Rodríguez M 2008 La teoría del aprendizaje significativo en la perspectiva de la psicología cognitiva (Barcelona: Ediciones Octaedro)Silvio J 2000 La virtualización de la universidad: ¿Cómo transformar la educación superior con la tecnología? (Caracas: UNESCO)Gómez I 2000 Matemátia emocional: Los afectos en el aprendizaje matemático (Madrid: Narcea)Arcavi A and Nurit H 2007 Computer mediated learning an example of an approach International Journal of Computers for Mathematical Learning 5 25Brousseau G 2000 Educación y didáctica de las matemáticas Educación Matemática 12 5G Brousseau 1986 Fondements et méthodes de la didactiques desmathématique Recherches en Didactique des Mathématiques 7 33D’Amore B 2011 Didáctica de la matemática (Bogotá: Editorial Magisterio)Moreno C, García M 2009 La epistemología matemática y los enfoques del aprendizaje en la movilidad del pensamiento instruccional del profesor Investigación y Postgrado 24 218Godino J 2002 Perspectiva ontosemiótica de la competencia y comprensión matemática (Bologna: XVI Convengo Nazionale. Incontri con la Matemática)Lebrija A Flores R, Trejos M 2010 El papel del maestro, el papel del alumno: un estudio sobre las creencias e implicaciones en la docencia de los profesores de matemáticas en Panamá Educación Matemática 22 31Vilora N, Godoy G 2010 Planificación de estrategias didácticas para el mejoramiento de las competencias matemáticas de sexto grado Investigación y Postgrado 25 95Pérez Y and Ramírez R 2011 Estrategias de enseñanza de la resolución de problemas matemáticos: Fundamentos teóricos y metodológicos Revista de Investigación 35 169Alpízar M 2014 Actitudes del docente de matemáticas de enseñanza secundaria (ESO y Bachillerato) en la relación docente–estudiante: Un estudio mediante el grupo de discusión, sobre metaconsciencia actitudinal de los docentes de matemática de ESO-Bachillerato en su práctica docente (Bellaterra: Universitat Autònoma de Barcelona)Varón V, Otalora Y 2012 Estrategias de intervención con maestros centradas en la construcción de espacios educativos significativos para el desarrollo de competencias matemáticas Avances en Psicología Latinoamericana 30 93Zambrano J 2013 Análisis multinivel del rendimiento escolar en matemáticas para cuarto grado de educación básica primaria en Colombia Sociedad y Economía 25 205Martínez F, Mosquera D, Ordoñez M, Jiménez C 2014 Prácticas pedagógicas matemáticas en atención a la diversidad: el imaginario del docente (Colombia: Universidad de Manizalez)Ramírez C 2015 La formación por competencias a partir de las practicas pedagógicas desarrolladas por los docentes en el colegio Santos Apóstoles (Colombia: Universidad Francisco de Paula Santander)Martínez M 2007 La investigación cualitativa etnográfica en educación (Mexico: Trillas)Sierpinska A, Lerman S 1996 Epistemologies of mathematics and of mathematics education international handbook of mathematics education ed Bishop A J (Dordrecht: Springer) 22 827Guzmán M 1995 Para pensar mejor: desarrollo de la creatividad en los procesos matemáticos (Madrid: Pirámide)Ministerio de Educación Nacional 1998 Lineamientos curriculares: Matemáticas (Bogotá: Ministerio de Educación Nacional)ORIGINALConceptions and pedagogical practices on the mathematical processes of teachers.pdfConceptions and pedagogical practices on the mathematical processes of teachers.pdfapplication/pdf456543https://repositorio.ufps.edu.co/bitstream/ufps/852/1/Conceptions%20and%20pedagogical%20practices%20on%20the%20mathematical%20processes%20of%20teachers.pdf82f2c0925d34a354498b7966a2c297bbMD51open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://repositorio.ufps.edu.co/bitstream/ufps/852/2/license.txt2f9959eaf5b71fae44bbf9ec84150c7aMD52open accessTEXTConceptions and pedagogical practices on the mathematical processes of teachers.pdf.txtConceptions and pedagogical practices on the mathematical processes of teachers.pdf.txtExtracted 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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.
0000-0002-7974-5560e68aa9e1677f4d5e4b155d813077e7506000000-0001-6145-17864041bc014f9b5efbfb51661f6e33594b600 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