Abstract
The Brazilian education system reflects historical resistance to educational leadership studies. However, in the current democratic context, Brazilian school management and leadership is under political pressures of evaluation and control. It is pertinent to increase more democratic school relationships, based on leadership and pedagogical principalship. Educational Leadership facilitates the analysis of the relations of access to decision making positions, a democratization and promotion, therefore several techniques are implemented to inquire the perception of Scholars on how Principals develop their leadership in school contexts. The objective of this study is to recognize the relevance of cartographies (organization charts) as techniques to interpret the Scholars' perceptions about School Principals´ Leadership in two schools in Ceará, Brazil. Sixteen subjects from two schools located in contexts of vulnerability participated. It was found that through the organization charts, the Scholars' perceptions are accessed, and that they provide agility, democratize participation and generate interaction with study Researchers, in addition to promoting a discussion focused on the praxis of those who produce theory in Educational Leadership if dialogic exercises are undertaken. The organizational charts were interpreted as still reflecting an educational system oriented towards control and evaluation, in a transition towards more horizontal models.