This article reports on a study related to teachers’ understanding of youth cultures. It seeks theoretical support in the works of Juarez Dayrell, Paulo Carrano, Geraldo Leão and Boaventura de Sousa Santos. The methodology used was Discourse Analysis, according to Michel Pêcheux. Effects of meanings of the sociocultural subject were revealed, as well as knowledge as a means of regulation, the production of common sense, and distancing. These reveal several movements instituted by teachers between places of meanings and authorships, based on which the identities are constituted in an intervalic and hybrid manner, meaning both the student as sociocultural subject and the reproduction of a disciplinary teaching logic.