The construction of identities in educational contexts has been the focus of many contemporary studies (eg. Fairclough,1995; Kamaravadivelu,1999; Kleiman, 2001; Moita Lopes, 1999). Such research has focused on interaction between teachers and students, observing and analyzing discursive identities projected along the teaching-learning process, in a classroom context. However, the discursive identities projected by the school board do not emerge in this context. This study fulfills such a gap, investigating how teachers, students and the school board construct their discursive identities in a context other than the classroom. To do so, it conducts ethnographic microanalysis (Erickson,1996) on data obtained by questionnaires, narratives and exploratory practice, within a qualitative paradigm. The categories of analysis are from Systemic-Functional Grammar (Halliday, 1985 and 1994), namely the transitivity system and modality, and they have been undertaken from the critical perspective of pedagogical discourse analysis (Fairclough, 1995; Giroux, 1997). The results have indicated that the identity discursively projected by the school board fits the management and control discourse (Giroux,1997), corroborating the board´s institutional role. On the other hand, teachers and students project identities that fit the relevance and integration discourse. In addition, results have revealed that affect is implicitly used as a negotiation strategy.