Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Pérez-López (2018) identified three parameters to evaluate the quality of an organization: efficacy, attractivity and unity (Ariño, 2005; Ferreiro, Alcázar, 2019). The practical application of these parameters has taken place mostly in stable environments, since this was the state of the world when Pérez-López developed his theories. The last decades have been characterized by big social and organizational changes and high degree of uncertainty (Millar, Groth, Mahon, 2018). This article reviews the three dimensions of Pérez-López to assess que quality of an organization and suggests some guidelines for its implementation in volatile and uncertain environments.

Pérez López has studied the interaction between people in the company by employing systems theory, without elaborating on the anthropological and ethical foundations of the human action. On his part, Wojtyla’s personalist-realist approach to human action highlights the objective and subjective dimensions of human action, as well as the contribution of action to the development or deterioration of the subject. This article argues that, despite their very different methodology, both approaches can complement each other. Wojtyla’s personalism would provide a philosophical vision of the person in action, while Pérez López’s approach would enrich the personalist perspective of interaction with key concepts on motivations, learning, trust generation and conditions for making sound business decisions. This opens the door to further developments.

This proposal aims to expose different academic and professional aspects in the implementation of the theoretical teachings of Juan Antonio Pérez López (1994) carried out mainly by the authors of this work, specifically in the field of cultural organizations and institutions. Regarding to this, two specific fields of study are proposed applied to very recurrent extremes of current popular culture: museums and the fashion sector. Finally, updated research and future lines of work in the aforementioned fields are offered.

The aim of this article is to integrate the decision-making process in the work-family field using an action-based approach. Drawing from the theory of Pérez López, we develop a conceptual framework as a way of understanding the internal decision-making process among managers in the work-family field. We use the core concepts of his theory, motivational structure, and motivation learning, and link them with caregiving ambition and family-supportive supervisor behaviors to build our framework. This iterative model illustrates how motivational factors influence caregiving ambition and family-supportive supervisor behaviors from which motivation learning is derived, and future decisions are constantly shaped.

   

   

   

   

   

This paper discusses some of the challenges associated with the teaching of mathematics and the development of strategies that respect the rights, aspirations and potential of learners with and without disabilities. The research programme “Towards an Inclusive School Mathematics” has three main goals: to investigate new forms of expressing mathematical concepts tuned to the needs of all learners, to contribute to the development of teaching strategies that recognise diversity and to explore the relationships between perceptive experiences and knowledge. This paper aims to share the developing concerns and approaches that have emerged in studies involving the design and investigation of inclusive scenarios for mathematical learning undertaken in public and private schools in Brazil. These scenarios are developed to offer multisensory representations for mathematical ideas, using sound, colour, music and texture. The results of our research indicate that the artefacts available within the learning scenarios shape the learning processes that emerge, as too do the bodily resources of the students who interact with them. We have also found that, although mathematically valid, the learning trajectories of the students do not always follow the sequences prescribed within the school curriculum.