| Summary: | In this text the objective is to analyze the meanings that students from a public school in Amapá have been producing on the teaching of the French language for cross-border communication. To achieve the proposed objective, we appropriate the theoretical-methodological assumptions of Historical-Cultural Theory / Activity Theory. The question that guided this research was: In the speeches of students from a public school in Amapá, what are their possible meanings (senses and meanings) produced about the teaching of the French language for cross-border communication? Participated in the study 5 (five) students of the 3rd year of High School of a public school in Amapá, located on the border of Brazil / French Guiana, which has the French language as a mandatory curricular component. Specifically on the production of the data, semi-structured interviews were used. The results of the research show that it is necessary to think about linguistic policies that value the teaching of languages with a focus on culturally marked proposals, which are based, above all, on the relationship between language and culture. In addition, the meanings produced, from the speeches of the investigated students, are demonstrative that, for these students, the learning of the French language mediates not only frank communication but also the learning of the elements of French culture.
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