Language and identity in a context of formation of indigenous teachers in Roraima is the result of research that seeks to build interpretations for representations of teachers of Macushi and Wapichana ethnicities about the identity, Portuguese and Indigenous Language used in the context of the completion of the course continuing education "the interactional process in mother tongue classes: texts in contexts", offered by the State Center for Teacher education - CEFORR.
Considering the linguistic and cultural complexity involving the subjects of this study, we investigated what these languages represent for their speakers, as they are used and legitimated in the formation of the environment under the investigative bias of Applied Linguistics. The records analyzed were generated ethnographic and investigative corpus consists of field diary, interviews, document analysis and recording, audio, school.
The theoretical assumptions underlying this research are: representation and identity concepts proposed by Hall (1997; 2006; 2009); Woodward (2009); Silva (2009); concept of culture analyzed in Cuche (2002); Duranti (1997); Wedge (1996), among others; language concepts (gem) proposed by Cavalcanti (1999; 2006); Maher (1996; 1998; 2007); Moita Lopes (2002, 2008), among others. Dialogue with those benchmarks allowed to present and discuss the concept of representation, culture and their relationship to language (gem) and identity. As noted in the research, the identity construction processes are revealed through discursive practices. These practices are in interdependence with the cultural processes, historical and guides the construction of meanings produced socially. The results showed that in the context of completion of the course, the LP and LI not occupied isolated compartments; there was an effort by the participating indigenous teachers to combine the textual production practices in both languages. It was also observed that the construction of meanings for LI and LP show different representations. Understanding these differences in a continuous training environment for indigenous teachers, as part of the construction process, allows destabilize representations and fixed identities, allowing the construction of new meanings for languages.
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