POR QUE ESSE COMPORTAMENTO FREQUENTEMENTE INADEQUADO ÀS QUARTAS-FEIRAS?: AS AVALIAÇÕES DE UM GRUPO DE ALUNOS SOBRE A NATUREZA DE SUAS RELAÇÕES EM SALA DE AULA

The purpose of this article is to build understandings about coexistence in the classroom, through the evaluations made by students of a sixth-grade class, from a public school in Rio de Janeiro to their behavior. For this, I resort to the theoreticalinvestigative-methodological bias of Exploratory Practice (MILLER, 2012) and the Appraisal System I reflect on the data generated based on the principles of Exploratory Practice and in the practitioner's research. I also base my analysis on the Attitude subsystem, on the semantic categories of affection and judgment, to understand the meanings created by the evaluations in the texts written by the students about their behavior, on the Engagement subsystem, that is, how the voices of my students establish their place to other voices, and in the Graduation subsystem, which highlights how feelings, emotions, and opinions are intensified by linguistic resources used by my students.