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The aim of this study is to investigate how teachers who work in primary and secondary public education construct their professional practice, focusing on evaluations and positionings which come up in their discourse about the teaching activity. The study is embedded in the domain of Applied Linguistics (MOITA LOPES, 2006) and educational studies about teachers’ work (GIROUX, 1997; TARDIF, 2013). As a theoretical linguistic framework, the analyses are based on the principles of Systemic Functional Linguistics (HALLIDAY; MATTHIESSEN, 2004) and the Appraisal System (MARTIN, 2001; MARTIN; WHITE, 2005), perspectives which conceive language as oriented to use and having resources for the users to adopt ideological stances. Therefore, a focus group (GATTI, 2012) was conducted with three teachers who work in primary and secondary public schools in Rio de Janeiro. Analyses indicate that participants adopt an affective positioning in relation to their practices.

PROFISSÃO DOCENTE: UMA ANÁLISE SISTÊMICO-FUNCIONAL DO DISCURSO DE PROFESSORES SOBRE SUA PRÁTICA