This research analyzes the teachers’ and a curricular proposal’s discourse under Discourse
Analysis theory based on Pêcheux’s (1995, 1997a, 1997b, 2006) and Orlandi’s works (1998,
1999, 2004), taking into account the notions of forgetting, subjecting, interdiscourse and
intradiscourse. Other authors’ conceptions regarding to identity, complexity ant literacy will
also be taken into consideration. The analyzed data comprises selections inside of different
materialities: excerpts from three English teachers’ interviews who works in Tocantins
hinterland (Araguaína), as well as excerpts from state curricular proposal for foreign language
teaching in high school, being the same proposal signed by technicians, teachers and
professors from the state and other Brazilian regions. This document presents local
orientations to teachers concerning the implementation of foreign language teaching. The
main objective of this study is to identify discursive representations about English language
teaching in school, whether from teachers’ or official discourse’s point of view, comparing
consonances and dissonances. The results point out that teacher’s discourse builds English
language teaching as a battle fought in hic et nunc while, in the silence of explicit references
to curricular documents, it projects this same teaching in an extensive horizon of expectations
with regard to teaching significancy; the official document discourse tends to overestimate the
scientific and literary discourse in so far as it tends to consign the silence to teacher’s voice in
his/her daily practice.
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