2022-11-222022-11-222015FERREIRA, Helen Betane; REES, Dilys Karen. Conflitos macroculturais e a sala de aula de língua inglesa. Revista Horizontes de Linguistica Aplicada, Brasília, DF, ano 14, n. 2, p. 15-38, 2015. DOI: https://doi.org/10.26512/rhla.v14i2.1402. Disponível em: https://periodicos.unb.br/index.php/horizontesla/article/view/1402. Acesso em: 17 nov. 2022.e- 2237-09511677-9770http://repositorio.bc.ufg.br/handle/ri/21625This article discusses the intercultural dialogue between an English teacher and her students from a public school in Goiânia. It is a qualitative study based on ethnography in which the following instruments of generating data were used: participant observation, field notes and video recording. All the data are discussed following the ethnographic research directions and the domain analyses theory suggested by Spradley (1980). Through the cultural domains, it was possible to identify how the participants interpret theirs and others’ actions, how they question their social roles and interpret some macrocultural values according to their own microculture. The data analyses demonstrated how the intercultural dialogue between the teacher and her students is conflicted. In addition, it was possible to identify the different cultural meanings teacher and students give to the classroom.porAcesso AbertoIterculturalidadeMacro e microculturasEtnografiaInglêsEscola públicaIntercultural dialogueMacro and microculturesEthnographyEnglishPublic schoolArtigohttps://doi.org/10.26512/rhla.v14i2.1402