This study presents results of a research carried out with three English language
teachers of Tocantins and had as objective to investigate their identities of teacher
based on their beliefs and discourses present in their narratives about teaching
English. The research is ethnographic, qualitative and interpretative of the data
collected through autobiographical narratives and questionnaires, analyzed in the
light of theories of Applied Linguistics (RAJAGOPALAN 2003, 2004, 2015, ALMEIDA
FILHO 1992, 2001, 2013, 2014, 2015, BARCELOS 2001, 2006a, 2006b) and the
French Discourse Analysis (PÊCHEUX, 1983; ORLANDI, 2012a, 2012b, 2015; 2016;
CORACINI 2000, 2007; ECKERT-HOFF, 2008). Through the analysis of the
discourses present in the autobiographical narratives and the questionnaires it was
possible to perceive that these teachers formed and still form their professional
identity based on their negative and positive experiences, their experiences in the
classroom and beyond, mixed with their perspectives of a Meaningful English
teaching for the student. It was also observed that, although teachers understand the
teaching of a language as something borderline and sociocultural, they still cannot
teach English under these perspectives given the different circumstances imposed by
the educational system of the country itself and the region in which it operates. The
beliefs that the teachers carry in themselves on the teaching of the English language
were being shaped and molded to the soon of their lives as teachers and, from them,
transforming their teaching approaches. It is these beliefs, belonging to an identity
whole of being a teacher, that are shaping their praxis and by them these teachers
are also changing.
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