Discourses and identities: an analysis of teaching English in official documents

Abstract

In this study, we seek to answer how federal documents that rule high school address the contributions of foreign language teaching to the production of learners’ identities. In this sense, we aim to understand identities’ production from statements in the Guidelines and Basis Laws, National Curricular Parameters of High School, and National Curricular Guidance of High School when dealing with the area of Languages, codes and their technologies. We conclude that the document points to a perspective of education as a process that increases knowledge and produces identities for the practice of citizenship, but there is a silencing of conflicts pertinent to the construction of both knowledge and identities.