"De mãos atadas" : a atitude em relatos de experiências docentes com alunos surdos na pandemia da COVID-19

Understanding the significance of language in the execution of activities, we contend that language studies examining the pandemic context are indispensable for comprehending how these activities were conducted and impacted. In this context, language, being influenced by its production context and the anticipated objectives, plays a pivotal role. In the pursuit of this thesis, for this study, it was employed the interface between the theoretical-methodological frameworks of Applied Linguistics (LA) (Moita Lopes, 2006; 2015), with a particular emphasis on Systemic-Functional Linguistics (LSF) (Halliday; Matthiessen, 2004), and Inclusive language teaching (Medrado, 2016; 2019). The primary aim of this study is to investigate the lexico-grammatical elements chosen by three Portuguese language teachers of Deaf students in assessing their performances during the covid-19 pandemic. To achieve this objective, the categories of the Appraisal System were used (Martin; White, 2005), specifically from the attitude subsystem, to analyze the evaluative marks. Data for the research was generated through a Focus Group (FG), conducted in two sessions and audio-recorded, along with the administration of a questionnaire to the study's collaborators. The data underwent Evaluative analysis to explore how these teachers understand their experiences with Deaf students and how their teaching was affected in the context of the pandemic. The findings suggest that, in the observed sections, teachers predominantly focus on assessments of dissatisfaction, revealing negative polarity affects concerning the inclusion of Deaf students in remote teaching, the execution of their inclusive practices, the lack of teacher training addressing the specifics of Inclusive Education, and the inefficacy of the school inclusion process for individuals with disabilities nowadays.