This study focuses on the implementation of an English course in public schools in Rio de Janeiro municipality by means of an agreement between Rio de Janeiro City Hall and a language school. The study aims to analyze different views the private and the public sectors may hold in relation to this project. The theoretical framework is based on three discourse approaches: the socio-discursive, the interactional and the ideological. The data are analysed according to the Bakhtinian dialogism, the polifony in Ducrot, the notion of footing in Goffman, and the Foucaultian discourse perspective. The corpus of this qualitative-interpretative research includes the Documents of the Contract, individual and focal group interviews with both students and the representatives of the language school. The analysis of the data reveals voices in dissonance. The voice form the private institution appraises the project positively. It advocates the social responsibility issue towards the unprivileged children and the communicative approach for foreign language teaching. Voices from the public sector, however, hesitate between the constraints faced during the project implementation and the responsibilities of the participants involved in the project. In addition, voices from the private and the public sectors seem to dissonate especially in relation to the unprivileged children and the selection criteria to include them in the course. The relevance of this work lies on the possibility to raise issues and foster further discussion upon English language teaching within a municipal public school context, which is seen here as a hybrid locus of voices and discourses between the public and the private sectors.