In this paper, we investigate the English language-culture identities presented by the media, we consider the discourses in educational websites and language schools, on which we examine the functioning of media discourses in view of the normative proposals of the BNCC. The construction of the corpus of analysis of this work was carried out through the selection of issues and texts from the website of Nova Escola magazine and the website of the Cultura Inglesa school. The development of the research counted contributions from the studies of Coracini (2003; 2013; 2014); Fernandes (2005); Foucault (2002; 2004; 2014); Gregolin (2008); Hall (2021); Lopes (2018). In addition to theorists who contribute in approaches to the use of technologies in language-culture teaching-learning. In this way, the identities of English language-culture teachers have their constitutions according to the displacements made, by themselves, or by the teaching-learning situations they are part of according to the sites used by the research. Thus, we conclude that it is relevant to take into consideration the different discourses that constitute the identity formation of the English language-culture teacher, since this research has shown that the identities of those who appoint themselves as teachers are not fixed and are in constant change, reflecting and affecting the formation and performance of these professionals.
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