Challenges and reflections on teacher training in times of Covid-19: an analysis from educational psychology
Objective: to analyze the pedagogical practice experiences of teachers in training during the COVID-19 contingency, making visible the challenges, conditions, and emerging reflections of the pedagogical practice in pandemic and social isolation and characterize the teaching-learning strategies that...
- Autores:
-
Londoño Monroy, Gloria
Álvarez Maestre, Annie Julieth
Melenge Escudero, James Alexander
Pérez Fuentes, Carlos Alfredo
Aguilar Barreto, Andrea Johana
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2021
- Institución:
- Tecnológico de Antioquia
- Repositorio:
- Repositorio Tdea
- Idioma:
- eng
- OAI Identifier:
- oai:dspace.tdea.edu.co:tdea/3140
- Acceso en línea:
- https://dspace.tdea.edu.co/handle/tdea/3140
- Palabra clave:
- Education
Éducation
Educação
Educación
Professional Practice
Práctica Profesional
Prática Profissional
Pratique professionnelle
Psychology
Psicología
Psychologie
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Challenges and reflections on teacher training in times of Covid-19: an analysis from educational psychology |
| dc.title.translated.none.fl_str_mv |
Retos y reflexiones sobre la formación del profesorado en tiempos del Covid-19: un análisis desde la psicología educativa |
| title |
Challenges and reflections on teacher training in times of Covid-19: an analysis from educational psychology |
| spellingShingle |
Challenges and reflections on teacher training in times of Covid-19: an analysis from educational psychology Education Éducation Educação Educación Professional Practice Práctica Profesional Prática Profissional Pratique professionnelle Psychology Psicología Psychologie |
| title_short |
Challenges and reflections on teacher training in times of Covid-19: an analysis from educational psychology |
| title_full |
Challenges and reflections on teacher training in times of Covid-19: an analysis from educational psychology |
| title_fullStr |
Challenges and reflections on teacher training in times of Covid-19: an analysis from educational psychology |
| title_full_unstemmed |
Challenges and reflections on teacher training in times of Covid-19: an analysis from educational psychology |
| title_sort |
Challenges and reflections on teacher training in times of Covid-19: an analysis from educational psychology |
| dc.creator.fl_str_mv |
Londoño Monroy, Gloria Álvarez Maestre, Annie Julieth Melenge Escudero, James Alexander Pérez Fuentes, Carlos Alfredo Aguilar Barreto, Andrea Johana |
| dc.contributor.author.none.fl_str_mv |
Londoño Monroy, Gloria Álvarez Maestre, Annie Julieth Melenge Escudero, James Alexander Pérez Fuentes, Carlos Alfredo Aguilar Barreto, Andrea Johana |
| dc.subject.agrovoc.none.fl_str_mv |
Education Éducation Educação Educación |
| topic |
Education Éducation Educação Educación Professional Practice Práctica Profesional Prática Profissional Pratique professionnelle Psychology Psicología Psychologie |
| dc.subject.decs.none.fl_str_mv |
Professional Practice Práctica Profesional Prática Profissional Pratique professionnelle |
| dc.subject.unesco.none.fl_str_mv |
Psychology Psicología Psychologie |
| description |
Objective: to analyze the pedagogical practice experiences of teachers in training during the COVID-19 contingency, making visible the challenges, conditions, and emerging reflections of the pedagogical practice in pandemic and social isolation and characterize the teaching-learning strategies that favor skills in teachers’ profes-sional practices consistent with the need for mental health care and maintenance of the quality of life of students. Materials and methods: this research was developed from the constructivist paradigm and through the methodology of systematization of experiences. The study sample consisted of 231 students from strata 1, 2, and 3, and 11 practice advisers from a professional teacher training program. Results: pro-fessional practices in teacher training are a crucial moment for the development and strengthening of competencies associated with teaching-learning from the discipline. Before 2020, most of the professional practices were developed in-person, a situation that changed in the health contingency of COVID-19, causing a demand for sudden adaptation on the part of trainers and teachers in training for the development of practices professionals in virtual environments. Conclusions: at the end of the study, the different emerging challenges are evidenced, such as a weak command of information and communication technologies, empathy as a cognitive-emotional teacher compe-tence, the constant maintenance of student motivation and the application of curricular flexibility strategies. Likewise, prevention and support actions developed based on an adaptive educational environment are identified, which favors successful training in times of social distancing, quarantine and isolation.Keywords: psychology;professional practice; education; coronavirus infections; higher education. |
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2021 |
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2021 |
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2023-05-30T23:27:15Z |
| dc.date.available.none.fl_str_mv |
2023-05-30T23:27:15Z |
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Artículo de revista |
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2339-3874 |
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eng |
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eng |
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579 |
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567 |
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21 |
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Archivos de Medicina |
| dc.relation.references.spa.fl_str_mv |
Buendía-Espinosa A. Desafíos de la educación superior en tiempos de pandemia: la contingencia inespe-rada. N° 132. México D.C. Centro de Estudios Sociales y de Opinión Pública de la Cámara de Diputados; 2020 Barranca-Enríquez A, Romo-González T, Pérez-Morales AG. Las ferias como medio para la promoción de la salud en la comunidad universitaria: pasos hacia una educación positiva. Arch Med (Manizales). 2021; 21 (1):113-124. https://doi.org/10.30554/archmed.21.1.3892.2021 Acosta-Ochoa A. La educación superior ante el Covid-19. Un nuevo reto y viejos resabios. N° 132. México D.C. Centro de Estudios Sociales y de Opinión Pública de la Cámara de Diputados; 2020. Samaniego-García E. Reflexiones sobre la educación telemática en tiempos de coronavirus. Rev AOSMA. 2020; 28:13–19. Crawford J, Butler-Henderson K, Rudolph J, Malkawi B, Glowatz M, Burton R, et al. COVID-19: 20 countries’ higher education intra-period digital pedagogy responses.J Appl Learn Teach. 2020; 3(1):1–20. https://doi.org/10.37074/jalt.2020.3.1.7 García-Peñalvo FJ, Abella-García V, Corell A, Grande M. La evaluación online en la educación superior en tiempos de la COVID-19. Edic Univ de Salamanca. 2020; 21:1-6. https://doi.org/10.14201/eks.23086 García-García MD. La docencia desde el hogar. Una alternativa necesaria en tiempos del Covid 19. Pol Con. 2020; 5(4):304–324. DOI: 10.23857/pc.v5i3.1318 Llorente-Cejudo MC, Cabrera-Almenara J. Blended learning: attitudes, satisfaction, academic performance and online communication in processes of University Training. The New Educ Rev. 2013; 1:28-39. Cabanillas-García JL, Luego-González R, Carvalho JL. Correlación entre el conocimiento, actitud hacia las TIC y las emociones en el máster universitario en investigación de formación del profesorado y TIC. Rev Int Tecnol en la Educ. 2018; 5(2):69–79. Bobadilla MJ, Miño-Vargas D, Rago M. Hacia una pedagogía en la virtualidad: ¿vincularidad en tiempos de pandemia?Rev Elect del Dep de Ciencias Soc. 2020; 7(5):25-34. Bustamante MA, Galluzzi MC. Los desafíos de navegar los mares embravecidos de la virtualidad. Un relato de pandemia. Rev Educ. 2020; 21(1):325–329. Boals A, Banks JB. Stress and cognitive functioning during a pandemic: Thoughts from stress researchers.Psychol Trauma. 2020; 12(S1):S255-S257. https://psycnet.apa.org/doi/10.1037/tra0000716 Livana PH, Mubin MF, Basthomi Y. “Learning Task” Attributable to Students’ Stress During the Pandemic Covid-19. Jurnal Ilmu Keperawatan Jiwa. 2020; 3(2):203-208. http://dx.doi.org/10.32584/jikj.v3i2.590 Moawad RA. Online Learning during the COVID-19 Pandemic and Academic Stress in University Students. Rev Românească pentru Educ Multidimens. 2020; 12(1Sup2):100-107.DOI: 10.18662/rrem/12.1sup2 Mbarek R. E-Learning Effectiveness: A Survey in Two Tunisian Higher Education Establishments Using an Educational Platform. Dig Econ Emerg Tech and Bus Innov. 2018; 325:153-164. https://doi.org/10.1007/978-3-319-97749-2_12 Ceberio MR. Psicólogos en el frente: la atención durante la crisis del Covid-19. De las emociones tóxicas a la salud psicológica.Arch Med(Manizales) 2021; 21(1):225-237. https://doi.org/10.30554/archmed.21.1.3941.2021 Lan HTQ, Long NT, Van-Hanh N. Validation of depression, anxiety and stress scales (DASS-21): Immediate psychological responses of students in the e-learning environment. Int J High Educ. 2020; 9(5):125–133. https://doi.org/10.5430/ijhe.v9n5p125 Gozález-Calvo G, Gallego-Lema V, Bores-García DB, Barba-Martín RA. Aprender a ser docente sin estar en las aulas: La covid-19 como amenaza al desarrollo profesional del futuro profesorado. RIMCIS Rev Int y Multidiscip en Ciencias Soc. 2020; 9(2):152-177. http://doi.org/10.17583/rimcis.2020.5783 Drozinsky M, Ayala-Schimpf AR. Dificultades percibidas por los estudiantes en la enseñanza y el aprendizaje de trabajos prácticos de laboratorio desde la virtualidad en asignaturas disciplinares del Profesorado Universitario en Biología. Rev de Educ en Biol. 2020; 2:190-190. Gazzo MF. La educación en tiempos del COVID-19: nuevas prácticas docentes, ¿nuevos estudiantes?RED Sociales Rev Elect del Dep de Ciencias Sociales. 2020; 7(2):58-63. Abregú M, Molina E. Prácticas profesionales educativas con infancias en el marco de la pandemia de CO-VID-19: una experiencia de aprendizaje-servicio solidario. RIDAS Rev Iberoam Aprendizaje-Servicio. 2020; 10:77-88. DOI: https://doi.org/10.1344/RIDAS2020.10.7 Melengue-Escudero JA, Orrego-Noreña JF. La red de educación y desarrollo humano: una reconstrucción colectiva desde la sistematización de experiencias. Paulo Freire Rev de Pedag Crítica. 2017; 17:41-67. https://doi.org/10.25074/07195532.17.536 Carvajal-Burbano A. Teoría y práctica de la sistematización de experiencias. Cali: Edit Univ. del Valle; 2018. Peresson M. Metodología de un proceso de sistematización.Pasos fundamentales del proceso de siste-matización del proyecto y experiencia de Teología Popular de Dimensión Educativa: 1985-1995. Aportes. Bogotá D.C. 1996 Inciarte-González A, Camacho H, Matheus DC. Sistematización de experiencias formativas en competencias docentes investigativas. Opción. 2017; 33(82):322–343. Jayawardena PR, van Kraayenoord CE, Carroll A. Science teachers’ practices: Teaching for self-regulated learning in relation to Pintrich and Zusho’s (2007) model. Int J Educ Res. 2019; 94:100-112. https://doi.org/10.1016/j.ijer.2018.09.022 Thompson S, Thompson N. The critically reflective practitioner. N° 2. London: Macmillan International Higher Education; 2018. Ministerio de Educación Nacional. Decreto 2450 de 2015. Bogotá, D.C: Ministerio de Educación Nacional. 2015. |
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Londoño Monroy, Gloriad8bdc787-d8cf-4516-9d1f-d0daaa9b968eÁlvarez Maestre, Annie Julieth7608f5a4-6174-4354-9125-80fb5b826430Melenge Escudero, James Alexandera6e868b9-3d24-44b1-8656-052bda39f7f9Pérez Fuentes, Carlos Alfredo8a8b1aec-bfa7-4f17-896a-2c22d208de63Aguilar Barreto, Andrea Johanaafacd272-797e-4f57-ba6a-864af576e90f2023-05-30T23:27:15Z2023-05-30T23:27:15Z20211657-320Xhttps://dspace.tdea.edu.co/handle/tdea/31402339-3874Objective: to analyze the pedagogical practice experiences of teachers in training during the COVID-19 contingency, making visible the challenges, conditions, and emerging reflections of the pedagogical practice in pandemic and social isolation and characterize the teaching-learning strategies that favor skills in teachers’ profes-sional practices consistent with the need for mental health care and maintenance of the quality of life of students. Materials and methods: this research was developed from the constructivist paradigm and through the methodology of systematization of experiences. The study sample consisted of 231 students from strata 1, 2, and 3, and 11 practice advisers from a professional teacher training program. Results: pro-fessional practices in teacher training are a crucial moment for the development and strengthening of competencies associated with teaching-learning from the discipline. Before 2020, most of the professional practices were developed in-person, a situation that changed in the health contingency of COVID-19, causing a demand for sudden adaptation on the part of trainers and teachers in training for the development of practices professionals in virtual environments. Conclusions: at the end of the study, the different emerging challenges are evidenced, such as a weak command of information and communication technologies, empathy as a cognitive-emotional teacher compe-tence, the constant maintenance of student motivation and the application of curricular flexibility strategies. Likewise, prevention and support actions developed based on an adaptive educational environment are identified, which favors successful training in times of social distancing, quarantine and isolation.Keywords: psychology;professional practice; education; coronavirus infections; higher education.Objetivo: analizar las experiencias de práctica pedagógica de maestros en forma-ción durante la contingencia del COVID-19, visibilizando los desafíos, condiciones y reflexiones emergentes de la práctica pedagógica en pandemia y aislamiento social y caracterizar las estrategias de enseñanza-aprendizaje que favorecieran las compe-tencias en prácticas profesionales de maestros en coherencia con la necesidad de atención de la salud mental y de mantenimiento de la calidad de vida de los educandos. Materiales y métodos: la presente investigación fue desarrollada desde el paradigma constructivista y a través de la metodología de sistematización de experiencias. La muestra del estudio fueron 231 estudiantes de estratos 1, 2 y 3, y 11 docentes aseso-res de práctica de un programa profesional de formación de maestros. Resultados:las prácticas profesionales en la formación de maestros son un momento crucial para el desarrollo y fortalecimiento de competencias asociadas con la enseñanza apren-dizaje desde la disciplina. Antes del 2020 la mayoría de las prácticas profesionales se desarrollaban en modalidad presencial, situación que en la contingencia sanitaria del COVID-19 cambió, ocasionando una demanda de adaptación repentina de parte de los formadores y de los maestros en formación para el desarrollo de las prácticas profesionales en ambientes virtuales. Conclusiones: al final del estudio se eviden-cian los diferentes desafíos emergentes como, el débil dominio en tecnologías de la información y la comunicación, la empatía como competencia cognitivo-emocional docente, el mantenimiento constante de la motivación estudiantil y la aplicación de estrategias de flexibilización curricular. Así mismo, se rescatan las acciones de preven-ción y acompañamiento desarrolladas en función de un entorno educativo adaptativo, favorecedor de una formación exitosa en época de distanciamiento social, cuarentena y aislamiento.Palabras clave: psicología; práctica profesional; educación; infecciones por corona-virus; educación superior.13 páginasapplication/pdfengUniversidad de ManizalesColombiahttps://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://revistasum.umanizales.edu.co/ojs/index.php/archivosmedicina/article/view/4161Challenges and reflections on teacher training in times of Covid-19: an analysis from educational psychologyRetos y reflexiones sobre la formación del profesorado en tiempos del Covid-19: un análisis desde la psicología educativaArtículo 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_970fb48d4fbd8a85Medellín, Colombia579256721Archivos de MedicinaBuendía-Espinosa A. Desafíos de la educación superior en tiempos de pandemia: la contingencia inespe-rada. N° 132. México D.C. Centro de Estudios Sociales y de Opinión Pública de la Cámara de Diputados; 2020Barranca-Enríquez A, Romo-González T, Pérez-Morales AG. Las ferias como medio para la promoción de la salud en la comunidad universitaria: pasos hacia una educación positiva. Arch Med (Manizales). 2021; 21 (1):113-124. https://doi.org/10.30554/archmed.21.1.3892.2021Acosta-Ochoa A. La educación superior ante el Covid-19. Un nuevo reto y viejos resabios. N° 132. México D.C. Centro de Estudios Sociales y de Opinión Pública de la Cámara de Diputados; 2020.Samaniego-García E. Reflexiones sobre la educación telemática en tiempos de coronavirus. Rev AOSMA. 2020; 28:13–19.Crawford J, Butler-Henderson K, Rudolph J, Malkawi B, Glowatz M, Burton R, et al. COVID-19: 20 countries’ higher education intra-period digital pedagogy responses.J Appl Learn Teach. 2020; 3(1):1–20. https://doi.org/10.37074/jalt.2020.3.1.7García-Peñalvo FJ, Abella-García V, Corell A, Grande M. La evaluación online en la educación superior en tiempos de la COVID-19. Edic Univ de Salamanca. 2020; 21:1-6. https://doi.org/10.14201/eks.23086García-García MD. La docencia desde el hogar. Una alternativa necesaria en tiempos del Covid 19. Pol Con. 2020; 5(4):304–324. DOI: 10.23857/pc.v5i3.1318Llorente-Cejudo MC, Cabrera-Almenara J. Blended learning: attitudes, satisfaction, academic performance and online communication in processes of University Training. The New Educ Rev. 2013; 1:28-39.Cabanillas-García JL, Luego-González R, Carvalho JL. Correlación entre el conocimiento, actitud hacia las TIC y las emociones en el máster universitario en investigación de formación del profesorado y TIC. Rev Int Tecnol en la Educ. 2018; 5(2):69–79.Bobadilla MJ, Miño-Vargas D, Rago M. Hacia una pedagogía en la virtualidad: ¿vincularidad en tiempos de pandemia?Rev Elect del Dep de Ciencias Soc. 2020; 7(5):25-34.Bustamante MA, Galluzzi MC. Los desafíos de navegar los mares embravecidos de la virtualidad. Un relato de pandemia. Rev Educ. 2020; 21(1):325–329.Boals A, Banks JB. Stress and cognitive functioning during a pandemic: Thoughts from stress researchers.Psychol Trauma. 2020; 12(S1):S255-S257. https://psycnet.apa.org/doi/10.1037/tra0000716Livana PH, Mubin MF, Basthomi Y. “Learning Task” Attributable to Students’ Stress During the Pandemic Covid-19. Jurnal Ilmu Keperawatan Jiwa. 2020; 3(2):203-208. http://dx.doi.org/10.32584/jikj.v3i2.590Moawad RA. Online Learning during the COVID-19 Pandemic and Academic Stress in University Students. Rev Românească pentru Educ Multidimens. 2020; 12(1Sup2):100-107.DOI: 10.18662/rrem/12.1sup2Mbarek R. E-Learning Effectiveness: A Survey in Two Tunisian Higher Education Establishments Using an Educational Platform. Dig Econ Emerg Tech and Bus Innov. 2018; 325:153-164. https://doi.org/10.1007/978-3-319-97749-2_12Ceberio MR. Psicólogos en el frente: la atención durante la crisis del Covid-19. De las emociones tóxicas a la salud psicológica.Arch Med(Manizales) 2021; 21(1):225-237. https://doi.org/10.30554/archmed.21.1.3941.2021Lan HTQ, Long NT, Van-Hanh N. Validation of depression, anxiety and stress scales (DASS-21): Immediate psychological responses of students in the e-learning environment. Int J High Educ. 2020; 9(5):125–133. https://doi.org/10.5430/ijhe.v9n5p125Gozález-Calvo G, Gallego-Lema V, Bores-García DB, Barba-Martín RA. Aprender a ser docente sin estar en las aulas: La covid-19 como amenaza al desarrollo profesional del futuro profesorado. RIMCIS Rev Int y Multidiscip en Ciencias Soc. 2020; 9(2):152-177. http://doi.org/10.17583/rimcis.2020.5783Drozinsky M, Ayala-Schimpf AR. Dificultades percibidas por los estudiantes en la enseñanza y el aprendizaje de trabajos prácticos de laboratorio desde la virtualidad en asignaturas disciplinares del Profesorado Universitario en Biología. Rev de Educ en Biol. 2020; 2:190-190.Gazzo MF. La educación en tiempos del COVID-19: nuevas prácticas docentes, ¿nuevos estudiantes?RED Sociales Rev Elect del Dep de Ciencias Sociales. 2020; 7(2):58-63.Abregú M, Molina E. Prácticas profesionales educativas con infancias en el marco de la pandemia de CO-VID-19: una experiencia de aprendizaje-servicio solidario. RIDAS Rev Iberoam Aprendizaje-Servicio. 2020; 10:77-88. DOI: https://doi.org/10.1344/RIDAS2020.10.7Melengue-Escudero JA, Orrego-Noreña JF. La red de educación y desarrollo humano: una reconstrucción colectiva desde la sistematización de experiencias. Paulo Freire Rev de Pedag Crítica. 2017; 17:41-67. https://doi.org/10.25074/07195532.17.536Carvajal-Burbano A. Teoría y práctica de la sistematización de experiencias. 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Bogotá, D.C: Ministerio de Educación Nacional. 2015.EducationÉducationEducaçãoEducaciónProfessional PracticePráctica ProfesionalPrática ProfissionalPratique professionnellePsychologyPsicologíaPsychologieTHUMBNAILChallenges and reflections on teacher training in times of Covid-19_ an analysis from educational psychology.pdf.jpgChallenges and reflections on teacher training in times of Covid-19_ an analysis from educational psychology.pdf.jpgGenerated Thumbnailimage/jpeg17154https://dspace.tdea.edu.co/bitstream/tdea/3140/4/Challenges%20and%20reflections%20on%20teacher%20training%20in%20times%20of%20Covid-19_%20an%20analysis%20from%20educational%20psychology.pdf.jpg9296e445b7770a3c40783b52d8390839MD54open accessTEXTChallenges and reflections on teacher training in times of Covid-19_ an analysis from educational psychology.pdf.txtChallenges and reflections on teacher training in times of Covid-19_ an analysis from educational psychology.pdf.txtExtracted 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license name.|||https://creativecommons.org/licenses/by-nc-nd/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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