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In this article, we intend to discuss the discursive practices conveyed by news sites, between government and indigenous peoples, in the struggle for the Territory in the current Brazilian political scenario. For this, we approach the senses of being Indian in Brazil, in other words, the indigenous (trans) formation of identity, as well as certain discursive practices involving the indigenous, in the middle of the national political debate about the (non) demarcation and exploitation of indigenous lands. Authors such as Maher (1998, 2007), Cuche (2002), Bakhtin (2003), Bakhtin e Volochinov (2006), Stuart Hall (2015), among others, guide the discussion about identity and culture. Situated in the 'Discourse Analysis', we base the notion of discourse on a Foucaultian perspective (Foucault, 1995; 2007; 2014), in order to problematize the power relations between government and indigenous populations. What we realize is that in the power struggle, in resistance movements, indigenous identity is affirmed and sustained, strengthening, more and more, the sense of being Indian. Discourse analysts, who try to show the contradictions and problematize the evidence of meaning, have a duty to contribute to more efficient discursive practices in the struggle against hegemonic discourses. [ABSTRACT FROM AUTHOR]

Current article identifies from a social interactionist perspective of teaching, the theoretical approach which foregrounds textual production in the Portuguese Language textbook, Portuguese language, v. 3 (CEREJA; MAGALHÃES, 2010), used in the Brazilian high school. Results showed that this particular textbook adopts the theoretical perspective of 'textual genres' for school work with textual production. Further, they also revealed that, more important than the fact that the textbook explains which theory lies at the basis of the activities of text production, the teacher should also have the theoretical and methodological stance on this point. In fact, such knowledge triggers a more conscious, comprehensive and effective performance of teaching work on text production, capable of training and forming proficient text producers in the teaching context. [ABSTRACT FROM AUTHOR]