The study on the identity of students coming from the Cooperative Republic of Guyana allowed to improve theoretical elements to dialogue, with empirical field by the interfaces of political and administrative relations of the States Brazil/Guyana. The investigative process made it possible to analyze properly along the research line: Borders and socio-cultural processes. In this perspective, the research object was delimited, with Guyanese students inserted in the Brazilian school context. Thus, it was necessary to elaborate a question that would allow to investigate, how is the identity of Guyanese students constructed in a military public school in the urban area of Bonfim/RR. Therefore, the general objective followed answering the question to analyze the process of identity construction in the school context of these subjects in that school. In order to achieve the specific objectives, it was necessary to understand the interconnection of identity and border construction, to identify the school dynamics in view of the configuration of the Brazilian education system at the border, and to characterize the identity processes of Guyanese students, present in the school, through the daily trajectories of “going” and “coming” at the border. The methodological approach to the development of the work was constituted by a qualitative character. As for the field procedures were made through technical visit to the school chosen to present the investigative proposal, which was triggered with the management team. In the methodological course, literature was analyzed to unveil the concepts about identity, frontier and nation along the educational foundations. In the empirical field, interviewing techniques and conversation rounds were held with the students. In addition to these procedures, there was dialogue with managers and teachers. Due the investigation and construction of this study, the analysis and pertinent reflections on the students' identity construction were established, after perceiving them and listening to them as social agents who invent themselves and reinvent themselves both in their places of belonging and in their transits of assimilation. of new knowledge between human and symbolic boundaries.
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