Between voices, noise, and fragments
school leadership as a tensioned experience in everyday life
DOI:
https://doi.org/10.48075/rt.v19i2.35510Keywords:
school management, everyday life, self-writing, listeningAbstract
This article investigates the everyday life of school management through the analysis of an autobiographical chronicle written by a principal of a municipal public school in the countryside of São Paulo, Brazil. Produced within the context of a continuing education program, the narrative reveals tensions, fragmentations, and voices that permeate the managerial practice. The qualitative and autobiographical approach adopts reflection on one's own practice as a formative axis, valuing school daily life as a legitimate object of investigation and recognizing subjective implication as constitutive of professional identity. The analysis highlights the coexistence of multiple rationalities (technical, affective, and ethical) expressed in simultaneous demands, interpersonal conflicts, institutional noise, and daily urgencies. School management is understood as a practice in tension between the chronological time and lived time, planning and improvisation. Listening to the voices of everyday life (both expressed and silenced) reveals that authority is not sustained solely by rules and functions, but also by sensitivity to the affections and subtle gestures that shape school life. Writing the self is configured as an ethical-political gesture capable of unveiling hidden meanings of management and reinscribing the everyday as a site for knowledge production. Thus, the article proposes a reading of school leadership as a situated practice, permeated by noise, displacements, and reinventions, reaffirming experience as the foundation for a more sensitive, critical, and ethically engaged school management.
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