This article analyzes Brazilian academic production on school management and issues of gender and sexualities between 2004 and 2024. Based on an integrative review (Mendes; Silveira; Galvão, 2008) inspired by the cartographic method (Passos, Kastrup; Escóssia, 2009), 23 works were located and examined, including theses, dissertations, and scientific articles. The investigation sought to identify trends, gaps, and potentialities in the articulation between school management, gender, and sexualities. Results indicate that, although the topic is expanding, school management is still addressed peripherally, highlighting the need for critical tensioning as an ethical and political dimension. Institutional silencing and micropolitical resistance practices that challenge school normativity are also observed.