This research aims to investigate the context of a public sector school in the city of Rio de Janeiro, in search of discursive traces that might point towards the possible existence of prejudice regarding the teaching/learning of English as a foreign language. The notions of dialogism, enunciation, polyphony, and voice proposed by Bakhtin ([1977] 2004; [1979] 2003) as well as the notion of representation (Bruner, 1996; Celani, 1984; Celani & Magalhães, 2002; Giroux, 1992) inform the analysis of the emerging conflicting voices, possibly generators of interdisciplinary prejudice in the institutional context. The investigation was carried out through field notes generated within the researched school, an interview with one of the school´s English teachers, and the analysis of the texts of the National Curriculum Parameters of the 3rd and 4th cycles for Foreign Languages (PCN-LE) as well as those of the Curriculum Reorientation developed by the Secretary of Education of the State of Rio de Janeiro (2005). Considering the generated data as an imaginary hall of voices, it is possible to realize how the enunciation of one voice reflects the enunciation of another, with the researcher´s voice intertwining with all the others that echo simultaneously. The confrontation of all these voices suggests that prejudice is not only related to the teaching/learning of English in the Public Sector, but also to Foreign Languages in general. The representations of teachers found in the Parameters, in the Reorientation and in the interview with the teacher reflect the necessity that the language teacher currently has of constituting him/herself as a professional who is responsible for his/her continuing academic development. The lack of involvement in such processes might result in prejudiced attitudes regarding the teaching/learning of English as a foreign language in the universe of the public sector school and in those who, directly or indirectly, are a part of it.