Social representations in the interaction with students of the Inga tribes
Citizen competences as a transversal axis in education in Colombia have had a characteristic development within the pedagogical practices in the different educational levels. The purpose of the research was to understand the pedagogical practices and the social representations that emerge in the cla...
- Autores:
-
Vilela Govea, Gabriela Elizabeth
Paz Montes, Luisa Stella
Vergel Ortega, Mawency
- 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/1645
- Acceso en línea:
- http://repositorio.ufps.edu.co/handle/ufps/1645
https://doi.org/10.22335/rlct.v10i4.664
- Palabra clave:
- Modelo educativo
Competencias
representaciones culturales
Convivencia
ciudadanía
Educational model
Competencies
cultural representations
Coexistence
citizenship
Competências
Competências
representações culturais
Coexistência
- Rights
- openAccess
- License
- Atribución 4.0 Internacional (CC BY 4.0)
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Social representations in the interaction with students of the Inga tribes |
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Representaciones sociales en la interacción con estudiantes de las tribus Inga Representações sociais em interação com estudantes das tribos Inga |
| title |
Social representations in the interaction with students of the Inga tribes |
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Social representations in the interaction with students of the Inga tribes Modelo educativo Competencias representaciones culturales Convivencia ciudadanía Educational model Competencies cultural representations Coexistence citizenship Competências Competências representações culturais Coexistência |
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Social representations in the interaction with students of the Inga tribes |
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Social representations in the interaction with students of the Inga tribes |
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Social representations in the interaction with students of the Inga tribes |
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Social representations in the interaction with students of the Inga tribes |
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Social representations in the interaction with students of the Inga tribes |
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Vilela Govea, Gabriela Elizabeth Paz Montes, Luisa Stella Vergel Ortega, Mawency |
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Vilela Govea, Gabriela Elizabeth Paz Montes, Luisa Stella Vergel Ortega, Mawency |
| dc.subject.proposal.spa.fl_str_mv |
Modelo educativo Competencias representaciones culturales Convivencia ciudadanía |
| topic |
Modelo educativo Competencias representaciones culturales Convivencia ciudadanía Educational model Competencies cultural representations Coexistence citizenship Competências Competências representações culturais Coexistência |
| dc.subject.proposal.eng.fl_str_mv |
Educational model Competencies cultural representations Coexistence citizenship |
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Competências Competências representações culturais Coexistência |
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Citizen competences as a transversal axis in education in Colombia have had a characteristic development within the pedagogical practices in the different educational levels. The purpose of the research was to understand the pedagogical practices and the social representations that emerge in the classroom and outside of it by teachers and university students belonging to the Inga tribe, around the development of Citizen Competencies. The research is part of the qualitative approach based on the hermeneutical ethnographic method, a valid tool for understanding the meanings given in a historical moment. Emerging categories are framed within the scope of the Citizen Competencies standards,coexistence and peace; participation and democratic responsibility and plurality, identity and assessment of differences, likewise, categories emerge in housing, roles in communication, work. Conclusion: education for life, the preservation of health and nature, is an emerging family associated with coexistence, communication, the transfer of knowledge and society in interaction with students of the Inga tribe. |
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2018 |
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2018-08-01 |
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2021-12-02T14:16:57Z |
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2021-12-02T14:16:57Z |
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Logos Ciencia & Tecnología |
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Vol.10 No.4.(2018) |
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76 |
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Vilela Goeva, G. E., Vergel Ortega, M., & Paz Montes, L. S. (2018). Representaciones sociales en la interacción con estudiantes de las tribus Inga. Revista Logos Ciencia & Tecnología, 10(4), 64-76. https://doi.org/10.22335/rlct.v10i4.664 |
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Atribución 4.0 Internacional (CC BY 4.0) http://purl.org/coar/access_right/c_abf2 |
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Ciudad de Mexico , Mexico |
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Vilela Govea, Gabriela Elizabethec4f30d96058848d0797d5c9146f87cf600Paz Montes, Luisa Stella0e3478b349a3546b22afc7ddef1720a2600Vergel Ortega, Mawencye1db451514df4d6eb054b4e8e3bf1e426002021-12-02T14:16:57Z2021-12-02T14:16:57Z2018-08-01http://repositorio.ufps.edu.co/handle/ufps/1645https://doi.org/10.22335/rlct.v10i4.664Citizen competences as a transversal axis in education in Colombia have had a characteristic development within the pedagogical practices in the different educational levels. The purpose of the research was to understand the pedagogical practices and the social representations that emerge in the classroom and outside of it by teachers and university students belonging to the Inga tribe, around the development of Citizen Competencies. The research is part of the qualitative approach based on the hermeneutical ethnographic method, a valid tool for understanding the meanings given in a historical moment. Emerging categories are framed within the scope of the Citizen Competencies standards,coexistence and peace; participation and democratic responsibility and plurality, identity and assessment of differences, likewise, categories emerge in housing, roles in communication, work. Conclusion: education for life, the preservation of health and nature, is an emerging family associated with coexistence, communication, the transfer of knowledge and society in interaction with students of the Inga tribe.La integración social e inclusión como eje transversal en la educación en Colombia han tenido un desarrollo característico dentro de las prácticas pedagógicas en los distintos niveles educativos. La investigación tuvo como propósito llegar a la comprensión de las prácticas pedagógicas y las representaciones sociales que emergen en el aula y fuera de ella por docentes y estudiantes universitarios pertenecientes a la tribu Inga, en torno al desarrollo de las Competencias Ciudadanas. La investigación se enmarca en el enfoque cualitativo sustentada en el método etnográfico hermenéutico, herramienta válida para la comprensión de los significados dados en un momento histórico. Categorías emergentes se enmarcan en convivencia y paz; participación y responsabilidad democrática y pluralidad, identidad y valoración de las diferencias, así mismo emergen categorías en vivienda, roles en la comunicación, trabajo. Conclusión: educación para la vida, la preservación de la salud y la naturaleza, es familia emergente asociada a la convivencia, comunicación, la transferencia de conocimiento y de la sociedad en la interacción con estudiantes de tribu Inga.As competências cidadãs como eixo transversal da educação na Colômbia tiveram um desenvolvimento característico dentro das práticas pedagógicas nos diferentes níveis educacionais. O objetivo da pesquisa foi compreender as práticas pedagógicas e representações sociais que emergem em sala de aula e fora dela por professores e estudantes universitários pertencentes à tribo Inga, em torno do desenvolvimento de Competências Cidadãs. A pesquisa faz parte da abordagem qualitativa baseada no método etnográfico hermenêutico, uma ferramenta válida para a compreensão dos significados dados em um momento histórico. As categorias emergentes são enquadradas no âmbito das normas de Competências Cidadãs formuladas pelo Ministério da Educação Nacional, coexistência e paz; participação e responsabilidade democrática e pluralidade, identidade e avaliação das diferenças, da mesma forma, categorias emergem na habitação, papéis na comunicação, trabalho. Conclusão: a educação para a vida, a preservação da saúde e da natureza, é uma família emergente associada à convivência, comunicação, transferência de conhecimento e sociedade em interação com os alunos da etnia Ingaapplication/pdfengLogos Ciencia & TecnologíaCiudad de Mexico , MexicoLogos Ciencia & TecnologíaVol.10 No.4.(2018)764 (2018)6410Vilela Goeva, G. E., Vergel Ortega, M., & Paz Montes, L. S. (2018). Representaciones sociales en la interacción con estudiantes de las tribus Inga. Revista Logos Ciencia & Tecnología, 10(4), 64-76. https://doi.org/10.22335/rlct.v10i4.664Logos Ciencia & TecnologíaEsta revista provee acceso libre e inmediato a su contenido (https://creativecommons.org/licenses/by/4.0/legalcode#languages), bajo el principio de que hacer disponible gratuitamente investigación al público apoya a un mayor intercambio de conocimiento global. Esto significa que los autores transfieren el Copyright a la revista, para que se puedan realizar copias y distribución de los contenidos por cualquier medio, siempre que se mantenga el reconocimiento de sus autores, no haga uso comercial de las obras y no realice ninguna modificación de ellas.info:eu-repo/semantics/openAccessAtribución 4.0 Internacional (CC BY 4.0)http://purl.org/coar/access_right/c_abf2https://revistalogos.policia.edu.co:8443/index.php/rlct/article/view/664Social representations in the interaction with students of the Inga tribesRepresentaciones sociales en la interacción con estudiantes de las tribus IngaRepresentações sociais em interação com estudantes das tribos IngaArtículo 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_970fb48d4fbd8a85Modelo educativoCompetenciasrepresentaciones culturalesConvivenciaciudadaníaEducational modelCompetenciescultural representationsCoexistencecitizenshipCompetênciasCompetênciasrepresentações culturaisCoexistênciaBeloff, M., & Clérico, L. (2016). The right to dignified living conditions and the situation of vulnerability in the decisions of the inter-american court. [Derecho a condiciones de existencia digna y situación de vulnerabilidad en la jurisprudencia de la corte InterAmericana] Estudios Constitucionales, 14(1), 139-178. doi:10.4067/S0718-52002016000100005Canal, A., Mosquera, J. y Flórez, C. (2012). Estrategias para la mitigación de la violencia homicida en la fronteriza ciudad de Cúcuta. Revista Luna Azul, 1 (38), 297-317.Chaux, E. (2005). Estándares básicos de competencias ciudadanas: estructura y proceso de construcción. Taller Internacional de Formación en Competencias Ciudadanas, Ministerio de Educación Nacional. Bogotá: OEA. Oficina de Educación, Ciencia y Tecnología.Chaux, E., Lleras J. y Velásquez, A. (2004). Competencias ciudadanas: de los estándares al aula. Una propuesta de integración a las áreas académicas. Bogotá: MEN Ediciones Uniandes.Díaz-Aguado, M. (2001). Convivencia escolar & prevención de la violencia. Recuperado de: http://eoepsabi.educa.aragon.es/descargas/G_Recursos_ orientacion/g_2_accion_tutorial/g_2_3.materiales_varios/01.Prevencion_violencia.pdfHerrera, H. E. (2014). Aristóteles y carl schmitt sobre el derecho natural. Kriterion (Brazil), 55(129), 205-222. doi:10.1590/S0100-512X2014000100012Jiménez, R. (2013). Is it posible to teach to law students persuasion using metadiscourse? A teaching experience. [¿se Puede Enseñar a Persuadir a los Alumnos de Derecho con el Metadiscurso? Una propuesta docente] Revista De Llengua i Dret, 59, 42-58. doi:10.2436/20.8030.02.3Martínez, M. (2006). Ciencia y arte en la metodología cualitativa. México: Editorial Trillas.Mockus, A. (2004). ¿Por qué competencias ciudadanas en Colombia?, Revista Electrónica: Al Tablero, 1, (27), 1-2.Mora, M. (2012). Universidad y formación para la ciudadanía. Recuperado de: http://entretextos.leon.uia.mx/numeros/05/entretextos05-art06.pdf)Moscovici, S. (1979). El sicoanálisis, su imagen y su público. Buenos Aires: Huemul.Martínez, M. (2010). ¿En qué ciudadanía creen los jóvenes? Creencias, aspiraciones de ciudadanía y motivaciones para la participación sociopolítica. Revista Psykhe, 19, (2), 25-37. Recuperado de: http://www.scielo.cl/pdf/psykhe/v19n2/art04.pdf.Soriano, E. (2007). Competencias ciudadanas en el alumnado de segundo ciclo de educación. Secundaria obligatoria de Almería. Revista de Investigación educativa, 24, 1, 119-146. Recuperado de: http://revistas.um.es/rie/article/ view/97331.Soriano, E. (2007). Educación para la convivencia intercultural. Madrid: La Muralla.Perry Cruz, E. (sf) Representaciones sociales para una investigación en ciencias de la educación. Recuperado de: enlaceducativo.com.mx/numero/2/ problemas pedagógicos/representaciones. pdf. Diciembre 21/2013.Ríos, C. (2000). Ciudadanos del mundo. Hacia una Teoría de la Ciudadanía, 12, 28, 119-123.Williamson, G., & Navarrete, S. (2014). Cooperación internacional y educación intercultural bilingüe en chile :Cuatro casos en la educación superior. 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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.
0000-0002-1480-1680ec4f30d96058848d0797d5c9146f87cf6000000-0002-8887-34410e3478b349a3546b22afc7ddef1720a26000000-0001-8285-2968e1db451514df4d6eb054b4e8e3bf1e42600 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