Learning Assessment in the Educational Justice Context for the Population with Disability in Higher Education
The Tecnológico de Antioquia – University Institute, located in Colombia, has enabled access to its academic programmes without any restrictions to students with disabilities. A recurring issue in this process on the part of the professors has been the evaluation of the learning of these students. T...
- Autores:
-
Correa Alzate, Jorge Iván
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2018
- Institución:
- Tecnológico de Antioquia
- Repositorio:
- Repositorio Tdea
- Idioma:
- eng
- OAI Identifier:
- oai:dspace.tdea.edu.co:tdea/4022
- Acceso en línea:
- https://dspace.tdea.edu.co/handle/tdea/4022
- Palabra clave:
- Inclusive education
Educação inclusiva
Educación inclusiva
Approche inclusive
Discapacidad
Disability
Deficiência
Handicap
Special Education
Educação especial
Educación especial
Enseignement spécialisé
Learning assessment
Avaliação da aprendizagem
Evaluación del aprendizaje
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by/4.0/
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Learning Assessment in the Educational Justice Context for the Population with Disability in Higher Education |
| dc.title.translated.none.fl_str_mv |
A Avaliação da Aprendizagem no Contexto da Justiça Educativa para População com Deficiência na Educação Superior |
| title |
Learning Assessment in the Educational Justice Context for the Population with Disability in Higher Education |
| spellingShingle |
Learning Assessment in the Educational Justice Context for the Population with Disability in Higher Education Inclusive education Educação inclusiva Educación inclusiva Approche inclusive Discapacidad Disability Deficiência Handicap Special Education Educação especial Educación especial Enseignement spécialisé Learning assessment Avaliação da aprendizagem Evaluación del aprendizaje |
| title_short |
Learning Assessment in the Educational Justice Context for the Population with Disability in Higher Education |
| title_full |
Learning Assessment in the Educational Justice Context for the Population with Disability in Higher Education |
| title_fullStr |
Learning Assessment in the Educational Justice Context for the Population with Disability in Higher Education |
| title_full_unstemmed |
Learning Assessment in the Educational Justice Context for the Population with Disability in Higher Education |
| title_sort |
Learning Assessment in the Educational Justice Context for the Population with Disability in Higher Education |
| dc.creator.fl_str_mv |
Correa Alzate, Jorge Iván |
| dc.contributor.author.none.fl_str_mv |
Correa Alzate, Jorge Iván |
| dc.subject.other.none.fl_str_mv |
Inclusive education Educação inclusiva Educación inclusiva Approche inclusive Discapacidad Disability Deficiência Handicap |
| topic |
Inclusive education Educação inclusiva Educación inclusiva Approche inclusive Discapacidad Disability Deficiência Handicap Special Education Educação especial Educación especial Enseignement spécialisé Learning assessment Avaliação da aprendizagem Evaluación del aprendizaje |
| dc.subject.decs.none.fl_str_mv |
Special Education Educação especial Educación especial Enseignement spécialisé |
| dc.subject.proposal.none.fl_str_mv |
Learning assessment Avaliação da aprendizagem Evaluación del aprendizaje |
| description |
The Tecnológico de Antioquia – University Institute, located in Colombia, has enabled access to its academic programmes without any restrictions to students with disabilities. A recurring issue in this process on the part of the professors has been the evaluation of the learning of these students. The dialogue with the professors has helped to understand that they did not know how to act with valorization learning due to the lack of knowledge in relation to the skills and abilities of students with disabilities, leading them to attribute a subjective assessment in the courses. In the same way, professors questioned their own performance in their field of work, once the students were graduated, because such situations demonstrated that the evaluation practices continue to be hegemonic. These facts gave motivation to undertake the research learning assessment analysis in students with disabilities who participate in different academic programmes. The hermeneutic phenomenological methodology was used with the aim of characterizing the learning assessment that professors carry out in different academic programs for students with disabilities. Five students participated in the study: one student with autism, one deaf, two with cognitive impairment and one with cerebral palsy, with impairment in mobility and verbal communication, and 78 professors from different academic programs. Results point out that the assessment is an educational opportunity for participation, which must be carried out in the context of educational justice, in order to transcend declarative knowledge, evoke student’s reflection on the action and integrate the principles of the universal design of learning and the situated learning approach. KEYWORDS: Special Education. Learning assessment. Inclusive Education |
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2023-11-01T22:29:25Z |
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Alfageme-González, M. B., Miralles Martínez, P., & Monteagudo Fernández, J. (2015). Cómo evalúa el profesorado de Geografía e Historia de Enseñanza Secundaria. Revista Complutense de Educación, 26(3), 571-589. Correa, J. I. (2010). Evaluación psicopedagógica en el contexto de atención a la diversidade. Revista Senderos Pedagógicos, 1, 67-74 Correa, J. I., Bedoya, S., & Agudelo, G. (2015). Formación de docentes participantes en el programa de educación inclusiva con calidad en Colombia. Revista Latinoamérica de Educación Inclusiva, 9(1), 43-61 Correa, J. I., & Restrepo, N. (2017). Modelo para la atención a la diversidad en el Tecnológico de Antioquia centrado en la justicia educativa y la equiparación de oportunidades. Medellín: Sello Editorial Tecnológico de Antioquia. Litwin, E. (1998). La evaluación: Campo de controversias y paradojas o un lugar para la nueva enseñanza. Retrieved July 3, 2017 (Available from https://ciie-r10.wikispaces.com/file/view/Edith+Litwin. pdf) Mato, D (2009). Educación Superior, Colaboración Intercultural y Desarrollo Sostenible /Buen Vivir: Experiencias En América Latina, Modalidades de Colaboración, Logros, Innovaciones, Obstáculos Y Desafíos. In D. Mato (Ed.), Educación Superior, Colaboración Intercultural y Desarrollo Sostenible / Buen Vivir: Experiencias en América Latina (pp. 11-64). Caracas: UNESCO. Rerieved July 25, 2017 (Available from www.iesalc.unesco.org.ve/dmdocuments/biblioteca/libros/version_final.pdf) Morales, S., & Zambrano, H. (2016). Coherencia evaluativa en formación universitaria por competencias: Estudio en futuros educadores en Chile. Revista Infancias e imágenes, 15(1), 9-26. Palou de Maté, M. del C. (2008). La evaluación de las prácticas docentes y la autoevaluación. In A. R. W. de Camilloni, S. Celman, E. Litwin, & M. del C. Paulo de Maté (Eds.), La evaluación de los aprendizajes en el debate contemporâneo (pp. 93-132). Buenos Aires: Paidós. Rojo, J., & Chaverra, J. (2017). El mapa mental y los pictogramas, estrategias de aprendizaje visual en niños y niñas con discapacidad intelectual. In J. I. Correa Alzate, P. P. Moncada, N. Restrepo & N. S. Benitez (Eds.), Una mirada a la diversidad desde los lenguajes, las representaciones y las mediaciones pedagógicas (pp. 183-191). Medellín: Sello Editorial Tecnológico de Antioquia. Suárez Vallejo, J. P. (2014). Una experiencia de investigación en torno a la inclusión educativa. Revista Uni-pluri/versidad, 13(2), 52-60. Suárez Vallejo, J. P. (2017). Apartado II Equidad y justicia social: Categorías necesarias para abordar la vulnerabilidad. In J. I. Correa Alzate, P. P. Moncada, N. Restrepo & N. S. Benitez (Eds.), Aportes a la comprensión de la vulnerabilidad educativa y social: Identidad y equiparación de oportunidades (pp. 123-127). Medellín: Sello Editorial Tecnológico de Antioquia Valassina, F., Letelier, P., Sandoval, M. J., Maldonado, A. C., Moreno, M., & Fonseca, G. (2014). Propuesta de un modelo orientador para la evaluación de aprendizajes en carreras universitarias. In Centro Interuniversitario de Desarrollo, Evaluación del aprendizaje en innovaciones curriculares de la educación superior (pp. 149-190). Santiago: Centro Interuniversitario de Desarrollo. Retrieved July 24, 2017 (Available from https://www.cinda.cl/download/libros/2014%20%20 Evaluaci%C3%B3n%20de%20los%20aprendizajes.pdf). Veleda, C., Rivas, A., & Mezzadra, F. (2011). La construcción de la justicia educativa: Criterios de redistribución y reconocimiento para la educación Argentina. Buenos Aires: CIPPEC, UNICEF. |
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Correa Alzate, Jorge Iván59349897-df39-4d1b-ab72-9a3d42a967402023-11-01T22:29:25Z2023-11-01T22:29:25Z20181413-6538https://dspace.tdea.edu.co/handle/tdea/40221980-5470The Tecnológico de Antioquia – University Institute, located in Colombia, has enabled access to its academic programmes without any restrictions to students with disabilities. A recurring issue in this process on the part of the professors has been the evaluation of the learning of these students. The dialogue with the professors has helped to understand that they did not know how to act with valorization learning due to the lack of knowledge in relation to the skills and abilities of students with disabilities, leading them to attribute a subjective assessment in the courses. In the same way, professors questioned their own performance in their field of work, once the students were graduated, because such situations demonstrated that the evaluation practices continue to be hegemonic. These facts gave motivation to undertake the research learning assessment analysis in students with disabilities who participate in different academic programmes. The hermeneutic phenomenological methodology was used with the aim of characterizing the learning assessment that professors carry out in different academic programs for students with disabilities. Five students participated in the study: one student with autism, one deaf, two with cognitive impairment and one with cerebral palsy, with impairment in mobility and verbal communication, and 78 professors from different academic programs. Results point out that the assessment is an educational opportunity for participation, which must be carried out in the context of educational justice, in order to transcend declarative knowledge, evoke student’s reflection on the action and integrate the principles of the universal design of learning and the situated learning approach. KEYWORDS: Special Education. Learning assessment. Inclusive EducationA Instituição Universitária Tecnológico de Antioquia tem possibilitado o acesso a seus programas acadêmicos sem restrições aos estudantes com deficiência. Uma questão recorrente nesse processo por parte dos docentes tem sido a avaliação da aprendizagem desses estudantes. O diálogo com os professores possibilitou compreender que eles desconheciam como agir com a valorização da aprendizagem por não conhecerem as capacidades e as habilidades dos alunos com deficiência, levando-os a atribuir uma avaliação subjetiva nos cursos. De igual modo, os docentes questionavam o seu próprio desempenho no campo laboral, uma vez graduados, pois tais situações demostraram que as práticas de avaliação seguem sendo hegemônicas. Esses fatos motivaram a realização da pesquisa Análise da avaliação da aprendizagem em estudantes com deficiência participantes em diferentes programas acadêmicos. A metodologia hermenêutica-fenomenológica foi usada com o propósito de caracterizar a avaliação da aprendizagem que os docentes realizam em diferentes programas acadêmicos para estudantes com deficiência. Participaram da pesquisa 5 estudantes, sendo: um estudante com autismo, um surdo, dois com deficiência cognitiva e um com paralisia cerebral, com comprometimento na mobilidade e na comunicação verbal, e 78 docentes de diferentes programas acadêmicos. Com a realização deste estudo, foi possível evidenciar que a avaliação é uma oportunidade educativa para a participação, a qual deve ser efetuada no contexto da justiça educativa, transcendendo conhecimentos declarativos, dando abertura à reflexão do estudante sobre a ação e integrando os princípios do desenho universal da aprendizagem e o enfoque da aprendizagem situada. PALAVRAS-CHAVE: Educação Especial. Avaliação da Aprendizagem. Educação Inclusiva12 páginasapplication/pdfengAssociação Brasileira de Pesquisadores em Educação Especial (ABPEE)Brasilhttps://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/rbee/a/Q5PGF34W9NHNVm9WBDQtnyt/abstract/?lang=enInclusive educationEducação inclusivaEducación inclusivaApproche inclusiveDiscapacidadDisabilityDeficiênciaHandicapSpecial EducationEducação especialEducación especialEnseignement spécialiséLearning assessmentAvaliação da aprendizagemEvaluación del aprendizajeLearning Assessment in the Educational Justice Context for the Population with Disability in Higher EducationA Avaliação da Aprendizagem no Contexto da Justiça Educativa para População com Deficiência na Educação SuperiorArtículo 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, Colombia10018924Alfageme-González, M. B., Miralles Martínez, P., & Monteagudo Fernández, J. (2015). Cómo evalúa el profesorado de Geografía e Historia de Enseñanza Secundaria. Revista Complutense de Educación, 26(3), 571-589.Correa, J. I. (2010). Evaluación psicopedagógica en el contexto de atención a la diversidade. Revista Senderos Pedagógicos, 1, 67-74Correa, J. I., Bedoya, S., & Agudelo, G. (2015). Formación de docentes participantes en el programa de educación inclusiva con calidad en Colombia. Revista Latinoamérica de Educación Inclusiva, 9(1), 43-61Correa, J. I., & Restrepo, N. (2017). Modelo para la atención a la diversidad en el Tecnológico de Antioquia centrado en la justicia educativa y la equiparación de oportunidades. Medellín: Sello Editorial Tecnológico de Antioquia.Litwin, E. (1998). La evaluación: Campo de controversias y paradojas o un lugar para la nueva enseñanza. Retrieved July 3, 2017 (Available from https://ciie-r10.wikispaces.com/file/view/Edith+Litwin. pdf)Mato, D (2009). Educación Superior, Colaboración Intercultural y Desarrollo Sostenible /Buen Vivir: Experiencias En América Latina, Modalidades de Colaboración, Logros, Innovaciones, Obstáculos Y Desafíos. In D. Mato (Ed.), Educación Superior, Colaboración Intercultural y Desarrollo Sostenible / Buen Vivir: Experiencias en América Latina (pp. 11-64). Caracas: UNESCO. Rerieved July 25, 2017 (Available from www.iesalc.unesco.org.ve/dmdocuments/biblioteca/libros/version_final.pdf)Morales, S., & Zambrano, H. (2016). Coherencia evaluativa en formación universitaria por competencias: Estudio en futuros educadores en Chile. Revista Infancias e imágenes, 15(1), 9-26.Palou de Maté, M. del C. (2008). La evaluación de las prácticas docentes y la autoevaluación. In A. R. W. de Camilloni, S. Celman, E. Litwin, & M. del C. Paulo de Maté (Eds.), La evaluación de los aprendizajes en el debate contemporâneo (pp. 93-132). Buenos Aires: Paidós.Rojo, J., & Chaverra, J. (2017). El mapa mental y los pictogramas, estrategias de aprendizaje visual en niños y niñas con discapacidad intelectual. In J. I. Correa Alzate, P. P. Moncada, N. Restrepo & N. S. Benitez (Eds.), Una mirada a la diversidad desde los lenguajes, las representaciones y las mediaciones pedagógicas (pp. 183-191). Medellín: Sello Editorial Tecnológico de Antioquia.Suárez Vallejo, J. P. (2014). Una experiencia de investigación en torno a la inclusión educativa. Revista Uni-pluri/versidad, 13(2), 52-60.Suárez Vallejo, J. P. (2017). Apartado II Equidad y justicia social: Categorías necesarias para abordar la vulnerabilidad. In J. I. Correa Alzate, P. P. Moncada, N. Restrepo & N. S. Benitez (Eds.), Aportes a la comprensión de la vulnerabilidad educativa y social: Identidad y equiparación de oportunidades (pp. 123-127). Medellín: Sello Editorial Tecnológico de AntioquiaValassina, F., Letelier, P., Sandoval, M. J., Maldonado, A. C., Moreno, M., & Fonseca, G. (2014). Propuesta de un modelo orientador para la evaluación de aprendizajes en carreras universitarias. In Centro Interuniversitario de Desarrollo, Evaluación del aprendizaje en innovaciones curriculares de la educación superior (pp. 149-190). Santiago: Centro Interuniversitario de Desarrollo. Retrieved July 24, 2017 (Available from https://www.cinda.cl/download/libros/2014%20%20 Evaluaci%C3%B3n%20de%20los%20aprendizajes.pdf).Veleda, C., Rivas, A., & Mezzadra, F. (2011). La construcción de la justicia educativa: Criterios de redistribución y reconocimiento para la educación Argentina. 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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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