This article aims to present the theoretical trends that constitute the notion of sociomateriality in the field of organizational studies and to describe a methodological framework for conducting empirical research in this field. It is a contribution for those interested in understanding and using the sociomateriality approach theoretically and methodologically. The main conclusion is that sociomateriality is a valuable alternative not only for comprehending how the entanglement of human and non‐human actors may produce organizations, their practices, and changes, but also for (re)thinking organizational phenomena both ontologically and methodologically.

The objective of this study was to analyze the practice of school management in light of sociomateriality in a public school of a capital in the northeast of Brazil. When studying school management from the perspective of sociomateriality, it is understood that this practice does not occur exclusively through the “hands” of the principal, but is a dynamic, situated phenomenon that develops different nuances through the interaction of various actors (human and non-human). A qualitative research method was employed, through shadowing and interview to the double. Data analysis relied on the framework prepared by Bispo (2015). Three fragments of practices that make up the texture of school management were identified: pedagogical practice, administrative support practice, and social interest practice. We found that the practice of school management does not happen in isolation, but is interconnected within the greater texture of sociomaterial practices.

O objetivo deste estudo foi descrever a responsabilidade e a consciência ambiental, considerando a atuação de dois atores sociais: os governantes municipais e a comunidade local. Foi realizada uma pesquisa qualitativa e quantitativa, por meio de um estudo de caso no município de Viçosa, Alagoas. Para tanto, foram realizadas entrevistas semiestruturadas com gestores municipais responsáveis pela área ambiental e também foram aplicados 385 questionários com membros da comunidade. Os resultados demonstraram que muitos cidadãos não possuem consciência da necessidade de cuidar do meio ambiente, sendo apontadas algumas facilidades e dificuldades nesse processo. Quanto ao setor público, descreveu-se o papel da gestão municipal e sua atuação, enfatizando-se alguns pontos a serem aprimorados. Conclui-se que a responsabilidade ambiental deve ser compartilhada entre ambos os atores sociais, de modo a garantir que o meio ambiente seja preservado para a atual e as futuras gerações. Os resultados desta pesquisa têm potencial de contribuição para a formulação de políticas públicas de meio ambiente, sobretudo a nível municipal, que busquem desenvolver ações de conscientização dos diferentes atores responsáveis pela preservação do meio ambiente.

The objective of this study was to analyze the practice of school management in light of sociomateriality in a public school of a capital in the northeast of Brazil. When studying school management from the perspective of sociomateriality, it is understood that this practice does not occur exclusively through the “hands” of the principal, but is a dynamic, situated phenomenon that develops different nuances through the interaction of various actors (human and non-human). A qualitative research method was employed, through shadowing and interview to the double. Data analysis relied on the framework prepared by Bispo (2015). Three fragments of practices that make up the texture of school management were identified: pedagogical practice, administrative support practice, and social interest practice. We found that the practice of school management does not happen in isolation, but is interconnected within the greater texture of sociomaterial practices.