Estudo das relações interpessoais: a Janela de Johari

Abstract

This study aims to understand how the distinction between command, leadership, and leadership, combined with the application of the Johari Window Theory, can strengthen the participatory leadership style in Military Educational Organizations (OMEs) of the Brazilian Navy, particularly the Admiral Graça Aranha Training Center (CIAGA). The bibliographical research is based on the Leadership Doctrine (EMA-137/2021) and authors who address leadership, communication, and self-awareness, discussing how these theoretical approaches apply to the military educational context. The Johari Window, conceived by Joseph Luft and Harrington Ingham, is analyzed as a tool for expanding the "Open Area" and reducing the "Blind Areas" and "Hidden Areas," fostering transparency, assertive communication, and the building of strong interpersonal relationships. Throughout the study, it is highlighted that, although the Navy's hierarchical and disciplinary structure requires centralization in certain situations, there is room for participatory leadership practices that encourage dialogue, constructive feedback, and the development of socio-emotional skills. The results of the analysis confirm the initial hypothesis that the systematic application of the Johari Window in military education settings contributes to strengthening organizational cohesion, motivation, and the preparation of technically competent and emotionally resilient military personnel. It is concluded that investing in leaders capable of integrating formal authority with influencing skills, empathy, and participatory management represents a relevant strategy for improving the training process, enhancing collective performance, and aligning teaching practices with the contemporary values and demands of the Brazilian Navy.