This work thematizes our experiences in the regency stages of the Supervised Curricular Stage (ESC) II and III, in an 8th grade class of a public school of basic education, Araguaína-TO. In these stages, we are led to elaborate lesson plans and to execute them, demanding of us a game of interlocution with the students. But, it is necessary to consider that this game is neither full nor successful, because there are socio-historical and ideological conditions that ends up determining the class itself. To this extent, this work is circumscribed to the following question: to what extent the ESC II and ESC III; of the Course of Letters / Portuguese, allows or not the discursive relay in the regency stage, considering the constitution of a place of speech? As a general objective, we proposed to problematize the role of ESC II and ESC III in the constitution of our teacher profile, based on the relation with the place of speech and with the discursive relay in the ESC. Affiliated to the assumptions of the French Discourse Analysis (AD) of Peuchetian orientation, we focused on the transcription of two classes taught by us: one from the ESC II and the other from the ESC III. Starting from the transcriptions, we proceeded to the cut of enunciative scenes to be able to approach in what way the interlocution game between us and students in the classroom was constituted. Thus, we can observe how we construct discursive relays, observing how we are led to produce a link between theory and practice. The analyzes of the transcriptions show that in the class of ESC II, the discursive relay was in function of contents referring to grammatical topics. In the case of the ESC III class, the relay was constituted by questions of behavior of the class. Still seeking to think in the place of speech, we mobilized some comments from students about the evaluations of ESC II and ESC III, as well as the evaluation of the teacher regent of the class in question in this work. These comments served as a basis for assessing the intersubjective character of the relationship between student (s) and regent teacher. From our perspective, this relationship constitutes and affects the type of discursive relay and our place of speech.
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