The purpose of this study is to examine identity positioning and perceptions of high school teachers and students at a CIEP, a state public school in Rio de Janeiro metropolitan area, upon the changing context where the institution is inserted and the practices related to the dynamics of the school routine. High school teachers and students are the main social actors who are able to identify positioning and structural patterns in the everyday school life context, and interpret the meanings of the settled routines and practices. The research combines interpretative qualitative methodology, from individual research interviews and focal group, with quantitative methodology, through questionnaires, as an internal dialogue among the results from both perspectives. The theoretical approach articulates the Evidentiality and Self Positioning theories as analytical procedures, along with the analysis of participants’ attitudes and perceptions, in a work grounded in the teacher as a researcher conception, whose view arises from the principle of the language and educational professional’s self-reflection in the search for understanding from within the very context in which he/she participates. Data analysis initially works with the qualitative interview data, which allow to observe positioning forms in relation to the importance of high school for the students and teachers. The quantitative data analysis enables to understand the significant or non-significant correlations among linguistics responses and perceptions in the questionnaires, considering the identity postures in the evaluation of high school education in the participants perspectives.