This research aims to understand the process of discursive construction of foreign language reference in the text of the Brazilian educational laws, considering, especially, the implementation of the law 11.161/05 in the State of Roraima. For this work, the cutting of the corpus was thought from the main educational laws between the Decree-Law of 1942 and the Resolution of the Council of Education of Roraima, published in 2007 for the implementation, in this State, the Law of 2005, which determines the obligatory offer of Spanish language to high schools. The analysis is based on the theoretical presuppositions of Discourse Analysis, proposed by Michel Pêcheux, in which socio-historical and language are constituents. In this analysis, constituent aspects of meaning of foreign language are in the relation of this language with the process of definition of the language of Brazil, in the relation of the matter of foreign language with the other matters of the curriculum and, yet, in the character of (not) obligatory of this teaching. During the analysis, we can seen in the text of educational law, the foreign languages to be taught are meant as not definete or determinate. At about the obligatory law of the Spanish language, in the texts of Roraima law, the analysis points out different subject positions. More specifically, two different subject positions in two divergent discursive formations in opposition relation. The first of these takes the space of enunciation Roraima as heterogeneous, considering the existence of Indian languages in its composition. The second discursive formation considers the space of enunciation Roraima as homogenous. This space is configured for only one language, Portuguese.
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