Parenting practices in early childhood as technologies of power in family and educational contexts
This research with a post-structuralist epistemological approach and qualitative methodology had the objective of revealing the conditions that make it possible for the parenting practices of caregivers of early childhood children in family and educational contexts to be configured as technologies o...
- Autores:
-
García Botero, Leonardo
Álvarez Maestre, Annie Julieth
Pérez Fuentes, Carlos Alfredo
Aguilar Barreto, Andrea Johana
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2022
- Institución:
- Tecnológico de Antioquia
- Repositorio:
- Repositorio Tdea
- Idioma:
- eng
- OAI Identifier:
- oai:dspace.tdea.edu.co:tdea/3142
- Acceso en línea:
- https://dspace.tdea.edu.co/handle/tdea/3142
- Palabra clave:
- Autocuidado
Self Care
Autosoins
Cuidadores
Caregivers
Aidants
Primera infancia
Postestructuralista
Poststructuralist
Parenting Practices
Prácticas de crianza
Power Relations
Relaciones de poder
Early childhood
Petite enfance
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by/4.0/
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Parenting practices in early childhood as technologies of power in family and educational contexts |
| dc.title.translated.none.fl_str_mv |
Prácticas parentales en infancia: tecnologías de poder, familia y educación |
| title |
Parenting practices in early childhood as technologies of power in family and educational contexts |
| spellingShingle |
Parenting practices in early childhood as technologies of power in family and educational contexts Autocuidado Self Care Autosoins Cuidadores Caregivers Aidants Primera infancia Postestructuralista Poststructuralist Parenting Practices Prácticas de crianza Power Relations Relaciones de poder Early childhood Petite enfance |
| title_short |
Parenting practices in early childhood as technologies of power in family and educational contexts |
| title_full |
Parenting practices in early childhood as technologies of power in family and educational contexts |
| title_fullStr |
Parenting practices in early childhood as technologies of power in family and educational contexts |
| title_full_unstemmed |
Parenting practices in early childhood as technologies of power in family and educational contexts |
| title_sort |
Parenting practices in early childhood as technologies of power in family and educational contexts |
| dc.creator.fl_str_mv |
García Botero, Leonardo Álvarez Maestre, Annie Julieth Pérez Fuentes, Carlos Alfredo Aguilar Barreto, Andrea Johana |
| dc.contributor.author.none.fl_str_mv |
García Botero, Leonardo Álvarez Maestre, Annie Julieth Pérez Fuentes, Carlos Alfredo Aguilar Barreto, Andrea Johana |
| dc.subject.decs.none.fl_str_mv |
Autocuidado Self Care Autosoins Cuidadores Caregivers Aidants |
| topic |
Autocuidado Self Care Autosoins Cuidadores Caregivers Aidants Primera infancia Postestructuralista Poststructuralist Parenting Practices Prácticas de crianza Power Relations Relaciones de poder Early childhood Petite enfance |
| dc.subject.ocde.none.fl_str_mv |
Primera infancia |
| dc.subject.proposal.none.fl_str_mv |
Postestructuralista Poststructuralist Parenting Practices Prácticas de crianza Power Relations Relaciones de poder |
| dc.subject.unesco.none.fl_str_mv |
Early childhood Petite enfance |
| description |
This research with a post-structuralist epistemological approach and qualitative methodology had the objective of revealing the conditions that make it possible for the parenting practices of caregivers of early childhood children in family and educational contexts to be configured as technologies of power (procedures through which power relations are socially legitimized). Likewise, it was proposed to demonstrate the self-care practices of children configured as technologies of the self. The results made it possible to identify current parenting practices where discipline practices are still evident in both contexts. It is concluded that power relations arise in the middle of a relational triad school - family - childhood, in an apparently functional gear, thus, children are influenced by the processes of both entities and begin to witness how the family has become Foucault's terms in an "institution". Part of the practices carried out by adults are incorporated by children and become self-care practices that, according to the analysis obtained, are part of a powerful formation of technologies of the self, however, not so well achieved. at this age, but a strong constitution is expected in the next stages of the life cycle. |
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2022 |
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2022 |
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2023-05-31T03:20:19Z |
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2023-05-31T03:20:19Z |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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https://dspace.tdea.edu.co/handle/tdea/3142 |
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2590-9215 |
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eng |
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eng |
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37 |
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2 |
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26 |
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7 |
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Revista perspectivas |
| dc.relation.references.spa.fl_str_mv |
Aguilar Barreto, A., Sanguino, W., Portilla, J., & Benítez, D. (2018). Política pública para la primera infancia: alcances desde su gestión educativa. Revista Espacios, 39(52). Aguirre-Dávila, E., Morales-Castillo, M., & Moreno- Vásquez, M. (2021). Parenting, autonomy and academic achievement in the adolescence. Journal of Family Studies, 1-14. Aguirre-Dávila, E., & Chávez-Plazas, Y. A. (2022). Madres, transmisión cultural de la paz y orden discursivo sobre el cuidado. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 20(3), 1-20. Ariès, P. (1986). La infancia. Revista de Educación, 281, 5-17. de la Nación, P. G. (2006). Código de la infancia y la adolescencia. Bogotá: Colombia. Foucault, M. (2003). El sujeto y el poder. Biblioteca Virtual Universal Foucault, M. (2005). La hermeneutica del sujeto/The Hermeneutics of the Subject: Cursos Del College De France, 1981-1982/Lectures at the College De France, 1981-1982 (Vol. 237). Ediciones Akal. Foucault, M. (2009). Vigilar y castigar: nacimiento de la prisión. Siglo XXI. Foucault, M. (2011). El gobierno de sí y de los otros: Curso del Collège de France (1982-1983) (Vol. 318). Ediciones Akal. Foucault, M. (2012). Microfísica do poder (v. 25). São Paulo: Graal. Foucault, M. (2016). Tecnologías del yo y otros textos afines. 12a Impres. Barcelona, Buenos Aires, México: Ediciones Paidós Ibérica, SA. García, J. L., Heckman, J. J., Leaf, D. E., & Prados, M. J. (2020). Quantifying the life-cycle benefits of an influential early-childhood program. Journal of Political Economy, 128(7), 2502–2541. Habermas, J. (2019). Perfiles filosófico-políticos. Taurus. Habermas, J. (2018). Philosophical introductions: Five approaches to communicative reason. John Wiley & Sons. Recas Bayón, J. (2007). Hacia una hermenéutica crítica: Gadamer, Habermas, Apel, Vattimo, Rorty, Derrida y Ricoeur. Biblioteca nueva. Restrepo-Segura, C., & García-Peña, J. J. (2021). El agente educativo en la garantía de la protección integral de la primera infancia. El Ágora USB, 21(1), 386-401. Sandoval Casillimas, C. (2011). Investigación cualitativa. Programa de investigación en teoría y métodos y técnicas de investigación social. ICFES- ARFO Editores. Taylor, S. J., Bogdan, R., & DeVault, M. (2015). Introduction to qualitative research methods: A guidebook and resource. John Wiley & Sons. Urízar Herrera, G. C. (2019). El cuerpo disciplinado y el ocaso de la libertad: Análisis del hospital psiquiátrico y la escuela en el pensamiento de Michel Foucault. Sincronía, 75, 104–128. |
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Atribución 4.0 Internacional (CC BY 4.0) |
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12 páginas |
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Universidad Francisco de Paula Santander |
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Colombia |
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García Botero, Leonardo8512b5e6-65ea-4994-b2ee-5383520b9d87Álvarez Maestre, Annie Julieth7608f5a4-6174-4354-9125-80fb5b826430Pérez Fuentes, Carlos Alfredo8a8b1aec-bfa7-4f17-896a-2c22d208de63Aguilar Barreto, Andrea Johanaafacd272-797e-4f57-ba6a-864af576e90f2023-05-31T03:20:19Z2023-05-31T03:20:19Z2022https://dspace.tdea.edu.co/handle/tdea/31422590-9215This research with a post-structuralist epistemological approach and qualitative methodology had the objective of revealing the conditions that make it possible for the parenting practices of caregivers of early childhood children in family and educational contexts to be configured as technologies of power (procedures through which power relations are socially legitimized). Likewise, it was proposed to demonstrate the self-care practices of children configured as technologies of the self. The results made it possible to identify current parenting practices where discipline practices are still evident in both contexts. It is concluded that power relations arise in the middle of a relational triad school - family - childhood, in an apparently functional gear, thus, children are influenced by the processes of both entities and begin to witness how the family has become Foucault's terms in an "institution". Part of the practices carried out by adults are incorporated by children and become self-care practices that, according to the analysis obtained, are part of a powerful formation of technologies of the self, however, not so well achieved. at this age, but a strong constitution is expected in the next stages of the life cycle.Esta investigación de enfoque epistemológico post estructuralista y metodología cualitativa tuvo como objetivo, develar las condiciones que hacen posible que las prácticas de crianza de los cuidadores de niños de primera infancia en los contextos familiar y educativo se configuren como tecnologías de poder (procedimientos mediante los cuales socialmente se legitiman relaciones de poder). Así mismo, se propuso evidenciar las prácticas de auto cuidado de los niños configuradas como tecnologías del yo. Los resultados permitieron identificar prácticas vigentes en la crianza donde aún se evidencian prácticas de disciplinamiento en ambos contextos. Se concluye que, las relaciones de poder surgen en medio de una triada relacional escuela – familia – infancia, en un engranaje aparentemente funcional, así, niños son influenciados por los procesos de ambos entes y se empieza a presenciar como la familia se ha convertido en términos de Foucault en una “institución”. Parte de las prácticas ejecutadas por los adultos son incorporadas por los niños y niñas y se convierten en prácticas de auto cuidado que, según el análisis logrado, estas si hacen parte de una potente formación de tecnologías del yo, sin embargo, no tan bien logradas en esta edad, pero si se espera una constitución fuerte en las próximas etapas del ciclo vital.12 páginasapplication/pdfengUniversidad Francisco de Paula SantanderColombiahttps://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://revistas.ufps.edu.co/index.php/perspectivas/article/download/3582/4051/25164Parenting practices in early childhood as technologies of power in family and educational contextsPrácticas parentales en infancia: tecnologías de poder, familia y educaciónArtículo 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_970fb48d4fbd8a85372267Revista perspectivasAguilar Barreto, A., Sanguino, W., Portilla, J., & Benítez, D. (2018). Política pública para la primera infancia: alcances desde su gestión educativa. Revista Espacios, 39(52).Aguirre-Dávila, E., Morales-Castillo, M., & Moreno- Vásquez, M. (2021). Parenting, autonomy and academic achievement in the adolescence. Journal of Family Studies, 1-14.Aguirre-Dávila, E., & Chávez-Plazas, Y. A. (2022). Madres, transmisión cultural de la paz y orden discursivo sobre el cuidado. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 20(3), 1-20. Ariès, P. (1986). La infancia. Revista de Educación, 281, 5-17.de la Nación, P. G. (2006). Código de la infancia y la adolescencia. Bogotá: Colombia.Foucault, M. (2003). El sujeto y el poder. Biblioteca Virtual UniversalFoucault, M. (2005). La hermeneutica del sujeto/The Hermeneutics of the Subject: Cursos Del College De France, 1981-1982/Lectures at the College De France, 1981-1982 (Vol. 237). Ediciones Akal.Foucault, M. (2009). Vigilar y castigar: nacimiento de la prisión. Siglo XXI.Foucault, M. (2011). El gobierno de sí y de los otros: Curso del Collège de France (1982-1983) (Vol. 318). Ediciones Akal.Foucault, M. (2012). Microfísica do poder (v. 25). São Paulo: Graal.Foucault, M. (2016). Tecnologías del yo y otros textos afines. 12a Impres. Barcelona, Buenos Aires, México: Ediciones Paidós Ibérica, SA.García, J. L., Heckman, J. J., Leaf, D. E., & Prados, M. J. (2020). Quantifying the life-cycle benefits of an influential early-childhood program. Journal of Political Economy, 128(7), 2502–2541.Habermas, J. (2019). Perfiles filosófico-políticos. Taurus.Habermas, J. (2018). Philosophical introductions: Five approaches to communicative reason. John Wiley & Sons.Recas Bayón, J. (2007). Hacia una hermenéutica crítica: Gadamer, Habermas, Apel, Vattimo, Rorty, Derrida y Ricoeur. Biblioteca nueva.Restrepo-Segura, C., & García-Peña, J. J. (2021). El agente educativo en la garantía de la protección integral de la primera infancia. El Ágora USB, 21(1), 386-401.Sandoval Casillimas, C. (2011). Investigación cualitativa. Programa de investigación en teoría y métodos y técnicas de investigación social. ICFES- ARFO Editores.Taylor, S. J., Bogdan, R., & DeVault, M. (2015). Introduction to qualitative research methods: A guidebook and resource. John Wiley & Sons.Urízar Herrera, G. C. (2019). El cuerpo disciplinado y el ocaso de la libertad: Análisis del hospital psiquiátrico y la escuela en el pensamiento de Michel Foucault. Sincronía, 75, 104–128.AutocuidadoSelf CareAutosoinsCuidadoresCaregiversAidantsPrimera infanciaPostestructuralistaPoststructuralistParenting PracticesPrácticas de crianzaPower RelationsRelaciones de poderEarly childhoodPetite enfanceTHUMBNAILParenting practices in early childhood as technologies of power in family and educational contexts.pdf.jpgParenting practices in early childhood as technologies of power in family and educational contexts.pdf.jpgGenerated Thumbnailimage/jpeg15345https://dspace.tdea.edu.co/bitstream/tdea/3142/4/Parenting%20practices%c2%a0in%c2%a0early%20childhood%c2%a0as%c2%a0technologies%c2%a0of%c2%a0power%c2%a0in%c2%a0family%c2%a0and%c2%a0educational%20contexts.pdf.jpg2a198b28ead3a46376dce34faf4bba31MD54open accessTEXTParenting practices in early childhood as technologies of power in family and educational contexts.pdf.txtParenting practices in early childhood as technologies of power in family and educational contexts.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.
 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