This study analyzes narratives produced by teachers of Portuguese who do not have only this language in their langagière inscription, with the purpose of reflecting on their relationship with the language(s) at school. Our corpus is composed by 14 interviews with public basic school teachers in the region of Concórdia (Santa Catarina state, Southern Brazil) whose socio-cultural history is featured by European immigration. Our analyses have shown that school practice keeps in silence a history that is remarkably plural, without allowing it becomes utterable and failing to work out its relationship with the linguistic otherness and with the memories which constitute the subjects of our research. This complex issue involves aspects whose nature is not only educational, but also historic, social, and, consequently, identitarian.
identity; Teachers' training / education; linguistic plurality; differance