Epistemology and Domination: Problems with the Coloniality of Knowledge Thesis in Latin American Decolonial Theory
Latin American decolonial theory is built around the thesis of the “coloniality of knowledge”, which claims that the socio-political domination of Latin America and other regions of the global periphery by European countries and the United States is directly related to the initial colonial impositio...
- Autores:
-
Chambers Burke, Paul Anthony
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2020
- Institución:
- Tecnológico de Antioquia
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- eng
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- Palabra clave:
- Ciencia
Sciences
Ciência
Colonialidad
Colonialidade
Coloniality
Colonialité
Decolonial theory
Théorie décoloniale
Teoría decolonial
Epistemología
Épistémologie
Epistemology
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Epistemology and Domination: Problems with the Coloniality of Knowledge Thesis in Latin American Decolonial Theory |
| dc.title.translated.none.fl_str_mv |
Epistemologia e Dominação: Problemas com a Tese da Colonialidade do Conhecimento na Teoria Decolonial Latino-Americana Epistémologie et Domination : Problèmes de Colonisation de la Thèse de la Connaissance en Théorie Décoloniale Latino-Américaine Epistemología y Dominación: Problemas con la Tesis de la Colonialidad del Saber en la Teoría decolonial latinoamericana |
| title |
Epistemology and Domination: Problems with the Coloniality of Knowledge Thesis in Latin American Decolonial Theory |
| spellingShingle |
Epistemology and Domination: Problems with the Coloniality of Knowledge Thesis in Latin American Decolonial Theory Ciencia Sciences Ciência Colonialidad Colonialidade Coloniality Colonialité Decolonial theory Théorie décoloniale Teoría decolonial Epistemología Épistémologie Epistemology |
| title_short |
Epistemology and Domination: Problems with the Coloniality of Knowledge Thesis in Latin American Decolonial Theory |
| title_full |
Epistemology and Domination: Problems with the Coloniality of Knowledge Thesis in Latin American Decolonial Theory |
| title_fullStr |
Epistemology and Domination: Problems with the Coloniality of Knowledge Thesis in Latin American Decolonial Theory |
| title_full_unstemmed |
Epistemology and Domination: Problems with the Coloniality of Knowledge Thesis in Latin American Decolonial Theory |
| title_sort |
Epistemology and Domination: Problems with the Coloniality of Knowledge Thesis in Latin American Decolonial Theory |
| dc.creator.fl_str_mv |
Chambers Burke, Paul Anthony |
| dc.contributor.author.none.fl_str_mv |
Chambers Burke, Paul Anthony |
| dc.subject.agrovoc.none.fl_str_mv |
Ciencia Sciences Ciência |
| topic |
Ciencia Sciences Ciência Colonialidad Colonialidade Coloniality Colonialité Decolonial theory Théorie décoloniale Teoría decolonial Epistemología Épistémologie Epistemology |
| dc.subject.proposal.none.fl_str_mv |
Colonialidad Colonialidade Coloniality Colonialité Decolonial theory Théorie décoloniale Teoría decolonial |
| dc.subject.unesco.none.fl_str_mv |
Epistemología Épistémologie Epistemology |
| description |
Latin American decolonial theory is built around the thesis of the “coloniality of knowledge”, which claims that the socio-political domination of Latin America and other regions of the global periphery by European countries and the United States is directly related to the initial colonial imposition and subsequent cultural reproduction of so-called “Western epistemology” and science. I argue that the epistemological claims of four decolonial thinkers (Aníbal Quijano, Walter Mignolo, Enrique Dussel, Santiago Castro-Gómez) that make up the coloniality of knowledge thesis are problematic for several reasons: they are based on distorted and simplistic readings of Descartes, Hume and other Enlightenment figures; they make contentious generalizations about so-called Western epistemology; and they ultimately lead to epistemic relativism, which is a problematic basis for the social sciences and, contrary to decolonial aspirations, renders the subaltern unable to speak. coloniality; decolonial theory; Descartes; epistemology; science |
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2020 |
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2020 |
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2023-05-25T22:54:53Z |
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2023-05-25T22:54:53Z |
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Artículo de revista |
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Dados |
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ALLAIS, Lucy. (2016), “Kant’s Racism”. Philosophical Papers , v. 45, n. 1-2 , pp. 1-36. BAQUERO, Sergio Ángel; ORTIZ, Julián Andrés Caicedo e NOGUERA, Juan Carlos Rico. (2015), “Colonialidad del Saber y Ciencias Sociales: Una Metodología para Aprehender los Imaginarios Colonizados”. Análisis Político, v. 28, n. 85 , pp. 76-92. BRACKEN, Harry M. (2002), Descartes. Oxford, Oneworld. BROWN, Theodore. (1989), “Cartesian Dualism and Psychosomatics”. Psychosomatics, v. 30, n. 3, pp. 322-331. CAÑIZARES-ESGUERRA, Jorge and CUETO, Marcos. (2002), “Latin American Science: The Long View”. NACLA Report on the Americas, v. 35, n. 5, pp. 18-22. CASTRO-GÓMEZ, Santiago. (2005), La Hybris del Punto Cero. Ciencia, Raza e Ilustración en la Nueva Granada, 1750-1816. Bogotá, Pontificia Universidad Javeriana. _____. (2011), Crítica de la Razón Latinoamericana. Bogotá, Pontificia Universidad Javeriana CHAMBERS, Paul A. (2013), “‘Guerra Civil Continuada por otros Medios’: Las Dimensiones Normativas e Ideológicas del Conocimiento Científico-social e Histórico en torno al Conflicto Armado Colombiano”. Estudios Políticos, n. 42, pp. 37-60. COMTE, Auguste. (2000[1896]). The Positive Philosophy of Auguste Comte. V. 1. London, G. Bell & Sons. CORTINA, Regina; MARTIN ALCOFF, Linda; GREEN STOCEL, Abadio e ESTEVA, Gustavo. (2019), “Decolonial Trends in Higher Education: Voices from Latin America”. Compare: A Journal of Comparative and International Education, v. 49 n. 3, pp. 489-506. COTTINGHAM, John (ed.). (1992), The Cambridge Companion to Descartes. Cambridge, Cambridge University Press. COTTINGHAM, John; STOOTHOFF, Robert e MURDOCH, Dugald. (1985), The Philosophical Writings of Descartes. Vol I. Cambridge, Cambridge University Press. Descartes, René (1996). Meditations on First Philosophy. Available at: Internet Encyclopedia of Philosophy, 1996. This file is of the 1911 edition of The Philosophical Works of Descartes (Cambridge University Press), translated by Elizabeth S. Haldane. Available at: http:// selfpace.uconn.edu/class/percep/DescartesMeditations.pdfDOMINGUES, José M. (2009), “Modernity and Modernizing Moves. Latin America in Comparative Perspective”. Theory, Culture & Society, v. 26, n. 7-8, pp. 208–227. DUSSEL, Enrique. (1969), Para una Destrucción de la Historia de la Ética. V. I. S.l., Editorial Ser y Tiempo. _____. (1973), Para una Ética de la Liberación Latinoamericana. Tomo I. Buenos Aires, Siglo XXI. _____. (1985), Philosophy of Liberation. Maryknoll; New York, Orbis. _____. (2014), “Anti-cartesian Meditations: On the Origin of the Philosophical Anti-discourse of Modernity”. Journal for Cultural and Religious Theory, v. 13, n. 1, pp. 11-53. FONTAN, Victoria. (2012), “Replanteando la Epistemología de la Paz: El Caso de la Descolonización de Paz”. Perspectivas Internacionales, v. 8, n. 1, pp. 41-71. FREGOSO BAILÓN, Raúl Olmo e DE LISSOVOY, Noah. (2019), Against Coloniality: Toward an Epistemically Insurgent Curriculum. Policy Futures in Education, v. 17, n. 3, pp. 355-369 GAUKROGER, Stephen. (1997), Descartes. An Intellectual Biography. New York, Oxford University Press. GO, Julian. (2016), Postcolonial Thought and Social Theory. New York, Oxford University Press. GROSFOGUEL, Ramón. (2013), “Racismo/Sexismo Epistémico, Universidades Occidentalizadas y los Cuatro Genocidios/Epistemicidios del Largo Siglo XVI”. Tabula Rasa, n. 19, pp. 31-58 HAACK, Susan. (1993), Evidence and Inquiry. Towards Reconstruction in Epistemology. Oxford, Oxford University Press. _____. (1997), “Vulgar Rortyism”. The New Criterion, v. 16, n. 3, pp. 67-70 _____. (1998), “Reflections on Relativism: From Momentous Tautology to Seductive Contradiction”, in S. Haack, Manifesto of a Passionate Moderate. Unfashionable Essays. Chicago/ London, University of Chicago Press, pp. 149-166. _____. (2014), Evidence Matters. Science, Proof, and Truth in the Law. Cambridge, Cambridge University Press. HARVEY, David. (1974), “Population, Resources, and the Ideology of Science”. Economic Geography, v. 50, n. 3, 1974, pp. 256-277. HUME, David. (2009[1740]). A Treatise of Human Nature. Being an Attempt to Introduce the Experimental Method of Reasoning Into Moral Subjects. S.l., The Floating Press. JACOB, Margaret. (2010), The Scientific Revolution. A Brief History with Documents. Boston/ New York/Bedford, St. Martin’s. KERR, Jeannie. (2014), “Western Epistemic Dominance and Colonial Structures: Considerations for Thought and Practice in Programs of Teacher Education”. Decolonization: Indigeneity, Education & Society, v. 3, n. 2, pp. 83-104. MANN, Charles C. (2006), 1491. New Revelations of the Americas Before Columbus. New York, Vintage Books. MIGNOLO, Walter. (1995), “Decires fuera de Lugar: Sujetos Dicentes, Roles Sociales y Formas de Inscripción”. Revista de Crítica Literaria Latinoamericana, v. 21, n. 41, pp. 9-31. _____. (2011), The Darker Side of Modernity. Global Futures, Decolonial Options. Durham/ London, Duke University Press. MILL, John Stuart. (2005[1865]). Auguste Comte and Positivism. S.l., Project Gutenberg. Disponível em https://manybooks.net/titles/milljohn1683316833-8.html. MOTA DÍAZ, Laura. (2016), “La Colonialidad del Saber en la Enseñanza de Políticas Públicas en Instituciones de Educación Superior en México”. Estudios Políticos, n. 49, pp. 239-259. PATEL, Sujata. (2014), “Afterword: Doing Global Sociology: Issues, Problems and Challenges”. Current Sociology, v. 62, n. 4, pp. 603-613. QUIJANO, Aníbal. (2000), “Colonialidad del poder, eurocentrismo y América Latina”, in E. Lander (ed.), La Colonialidad del Saber: Eurocentrismo y Ciencias Sociales. Perspectivas Latinoamericanas. Buenos Aires, CLACSO, pp. 194-238. _____. (2007), “Coloniality and Modernity/Rationality”. Cultural Studies, v. 21, n. 2-3, pp. 168-178. RIVERA CUSICANQUI, Silvia. (2012), “Ch’ixinakax utxiwa: A Reflection on the Practices and Discourses of Decolonization”. South Atlantic Quarterly, v. 111, n. 1, pp. 95-109 ROJAS, Cristina. (2016), “Contesting the Colonial Logics of the International: Toward a Relational Politics for the Pluriverse”. International Political Sociology, v. 4, n. 10, pp. 369-382. RUSSELL, Bertrand. (1945), A History of Western Philosophy. New York, Simon and Schuster _____. (1998), The Problems of Philosophy. Oxford, Oxford University Press _____. (2009), The Basic Writings of Bertrand Russell. Abingdon, Routledge. SAID, Edward. (1979), Orientalism. New York, Vintage Books/ Random House SANTOS, Boaventura de Sousa. (2014), Epistemologies of the South. Justice Against Epistemicide. Boulder/ London, Paradigm. SOKAL, Alan; BRICMONT, Jean. (1999), Intellectual Impostures. Postmodern Philosophers’ Abuse of Science. London, Profile Books. SOTO PIMENTEL, Verónica. (2017), “El Concepto de Matriz de Pensamiento: Una Propuesta Epistemológica Decolonial para el Escenario Actual Latinoamericano”. Iconos. Revista de Ciencias Sociales, n. 57, pp. 21-40. TILLEY, Helen. (2011), Africa as a Living Laboratory: Empire, Development, and the Problem of Scientific Knowledge, 1870-1950. Chicago, University of Chicago Press. WOOTTON, David. (2015), The Invention of Science. A New History of the Scientific Revolution. New York, Harper |
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Chambers Burke, Paul Anthony77194b9b-e8e2-4fd9-891b-e14a39224a79América Latina2023-05-25T22:54:53Z2023-05-25T22:54:53Z20200011-5258https://dspace.tdea.edu.co/handle/tdea/30511678-4588Latin American decolonial theory is built around the thesis of the “coloniality of knowledge”, which claims that the socio-political domination of Latin America and other regions of the global periphery by European countries and the United States is directly related to the initial colonial imposition and subsequent cultural reproduction of so-called “Western epistemology” and science. I argue that the epistemological claims of four decolonial thinkers (Aníbal Quijano, Walter Mignolo, Enrique Dussel, Santiago Castro-Gómez) that make up the coloniality of knowledge thesis are problematic for several reasons: they are based on distorted and simplistic readings of Descartes, Hume and other Enlightenment figures; they make contentious generalizations about so-called Western epistemology; and they ultimately lead to epistemic relativism, which is a problematic basis for the social sciences and, contrary to decolonial aspirations, renders the subaltern unable to speak. coloniality; decolonial theory; Descartes; epistemology; scienceA teoria decolonial latino-americana é construída em torno da tese da “colonialidade do conhecimento”, que afirma que o domínio sociopolítico da América Latina e de outras regiões da periferia global pelos países europeus e pelos Estados Unidos está diretamente relacionado à imposição colonial inicial e à subsequente reprodução cultural da chamada “epistemologia ocidental” e da ciência. Defendo que as reivindicações epistemológicas de quatro pensadores decoloniais (Aníbal Quijano, Walter Mignolo, Enrique Dussel, Santiago Castro-Gómez) que compõem a tese da colonialidade do conhecimento são problemáticas por várias razões: baseiam-se em leituras distorcidas e simplistas de Descartes, Hume e outras figuras do Iluminismo; fazem generalizações controversas sobre a chamada epistemologia ocidental; e, em última instância, levam ao relativismo epistêmico, que é uma base problemática para as ciências sociais e, ao contrário das aspirações decoloniais, torna o subalterno incapaz de falar. colonialidade; teoria decolonial; Descartes; epistemologia; ciênciaLa théorie décoloniale latino-américaine est construite autour de la thèse de la “colonialité de la connaissance”, qui prétend que la domination socio-politique de l’Amérique latine et d’autres régions de la périphérie mondiale par les pays européens et les États-Unis est directement liée à l’imposition coloniale initiale et la reproduction culturelle subséquente de la soi-disant “épistémologie occidentale” et de la science. Je soutiens que les affirmations épistémologiques de quatre penseurs décoloniaux (Aníbal Quijano, Walter Mignolo, Enrique Dussel, Santiago Castro-Gómez) qui composent la thèse de la colonialité de la connaissance sont problématiques pour plusieurs raisons: elles sont basées sur des lectures déformées et simplistes de Descartes, Hume et autres figures des Lumières; ils font des généralisations controversées sur l’épistémologie dite occidentale; et ils conduisent finalement au relativisme épistémique, qui est une base problématique pour les sciences sociales et, contrairement aux aspirations décoloniales, rend le subalterne incapable de parler. colonialité; théorie décoloniale; Descartes; épistémologie; scienceLa teoría decolonial latinoamericana es construida alrededor de la tesis de la “colonialidad del saber”, la cual afirma que la dominación sociopolítica de América Latina y otras regiones de la periferia global, por los países europeos y los Estados Unidos, está directamente relacionada con la imposición colonial inicial y la subsecuente reproducción cultural de la llamada “epistemología occidental” y la ciencia. Argumento que los postulados epistemológicos de cuatro pensadores decoloniales (Aníbal Quijano, Walter Mignolo, Enrique Dussel, Santiago Castro-Gómez) que componen la tesis de la colonialidad del saber, son problemáticos por varias razones: están basados en lecturas simplistas y distorsionadas de Descartes, Hume y otras figuras de la ilustración; hacen discutibles generalizaciones sobre la llamada epistemología occidental; y conducen al relativismo epistémico, que es una base problemática para las ciencias sociales y, contrario a las aspiraciones decoloniales, hacen que el subalterno sea incapaz de hablar. colonialidad; teoría decolonial; Descartes; epistemología; ciencia36 páginasapplication/pdfengUniversidade do Estado do Rio de JaneiroBrasilhttps://creativecommons.org/licenses/by/4.0/Atribución 4.0 Internacional (CC BY 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://www.scielo.br/j/dados/a/TVtvgXwKQQXvtkVYzgv87Ht/?lang=enEpistemology and Domination: Problems with the Coloniality of Knowledge Thesis in Latin American Decolonial TheoryEpistemologia e Dominação: Problemas com a Tese da Colonialidade do Conhecimento na Teoria Decolonial Latino-AmericanaEpistémologie et Domination : Problèmes de Colonisation de la Thèse de la Connaissance en Théorie Décoloniale Latino-AméricaineEpistemología y Dominación: Problemas con la Tesis de la Colonialidad del Saber en la Teoría decolonial latinoamericanaArtículo de revistahttp://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_970fb48d4fbd8a85364163DadosALLAIS, Lucy. (2016), “Kant’s Racism”. Philosophical Papers , v. 45, n. 1-2 , pp. 1-36.BAQUERO, Sergio Ángel; ORTIZ, Julián Andrés Caicedo e NOGUERA, Juan Carlos Rico. (2015), “Colonialidad del Saber y Ciencias Sociales: Una Metodología para Aprehender los Imaginarios Colonizados”. Análisis Político, v. 28, n. 85 , pp. 76-92.BRACKEN, Harry M. (2002), Descartes. Oxford, Oneworld.BROWN, Theodore. (1989), “Cartesian Dualism and Psychosomatics”. Psychosomatics, v. 30, n. 3, pp. 322-331.CAÑIZARES-ESGUERRA, Jorge and CUETO, Marcos. (2002), “Latin American Science: The Long View”. NACLA Report on the Americas, v. 35, n. 5, pp. 18-22.CASTRO-GÓMEZ, Santiago. (2005), La Hybris del Punto Cero. Ciencia, Raza e Ilustración en la Nueva Granada, 1750-1816. Bogotá, Pontificia Universidad Javeriana._____. (2011), Crítica de la Razón Latinoamericana. Bogotá, Pontificia Universidad JaverianaCHAMBERS, Paul A. (2013), “‘Guerra Civil Continuada por otros Medios’: Las Dimensiones Normativas e Ideológicas del Conocimiento Científico-social e Histórico en torno al Conflicto Armado Colombiano”. Estudios Políticos, n. 42, pp. 37-60.COMTE, Auguste. (2000[1896]). The Positive Philosophy of Auguste Comte. V. 1. London, G. Bell & Sons.CORTINA, Regina; MARTIN ALCOFF, Linda; GREEN STOCEL, Abadio e ESTEVA, Gustavo. (2019), “Decolonial Trends in Higher Education: Voices from Latin America”. Compare: A Journal of Comparative and International Education, v. 49 n. 3, pp. 489-506.COTTINGHAM, John (ed.). (1992), The Cambridge Companion to Descartes. Cambridge, Cambridge University Press.COTTINGHAM, John; STOOTHOFF, Robert e MURDOCH, Dugald. (1985), The Philosophical Writings of Descartes. Vol I. Cambridge, Cambridge University Press.Descartes, René (1996). Meditations on First Philosophy. Available at: Internet Encyclopedia of Philosophy, 1996. This file is of the 1911 edition of The Philosophical Works of Descartes (Cambridge University Press), translated by Elizabeth S. Haldane. Available at: http:// selfpace.uconn.edu/class/percep/DescartesMeditations.pdfDOMINGUES, José M. (2009), “Modernity and Modernizing Moves. Latin America in Comparative Perspective”. Theory, Culture & Society, v. 26, n. 7-8, pp. 208–227.DUSSEL, Enrique. (1969), Para una Destrucción de la Historia de la Ética. V. I. S.l., Editorial Ser y Tiempo._____. (1973), Para una Ética de la Liberación Latinoamericana. Tomo I. Buenos Aires, Siglo XXI._____. (1985), Philosophy of Liberation. Maryknoll; New York, Orbis._____. (2014), “Anti-cartesian Meditations: On the Origin of the Philosophical Anti-discourse of Modernity”. Journal for Cultural and Religious Theory, v. 13, n. 1, pp. 11-53.FONTAN, Victoria. (2012), “Replanteando la Epistemología de la Paz: El Caso de la Descolonización de Paz”. Perspectivas Internacionales, v. 8, n. 1, pp. 41-71.FREGOSO BAILÓN, Raúl Olmo e DE LISSOVOY, Noah. (2019), Against Coloniality: Toward an Epistemically Insurgent Curriculum. Policy Futures in Education, v. 17, n. 3, pp. 355-369GAUKROGER, Stephen. (1997), Descartes. An Intellectual Biography. New York, Oxford University Press.GO, Julian. (2016), Postcolonial Thought and Social Theory. New York, Oxford University Press.GROSFOGUEL, Ramón. (2013), “Racismo/Sexismo Epistémico, Universidades Occidentalizadas y los Cuatro Genocidios/Epistemicidios del Largo Siglo XVI”. Tabula Rasa, n. 19, pp. 31-58HAACK, Susan. (1993), Evidence and Inquiry. Towards Reconstruction in Epistemology. Oxford, Oxford University Press._____. (1997), “Vulgar Rortyism”. The New Criterion, v. 16, n. 3, pp. 67-70_____. (1998), “Reflections on Relativism: From Momentous Tautology to Seductive Contradiction”, in S. Haack, Manifesto of a Passionate Moderate. Unfashionable Essays. 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error occurred on the license name.|||https://creativecommons.org/licenses/by/4.0/open accessRepositorio Institucional Tecnologico de 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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.
 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