Evaluation and Appraisal of deaf students´ discourse

ABSTRACT This paper presents a discoursive analysis of reviews elaborated by Pedagogy deaf undergraduates at Instituto Nacional de Educação de Surdos (INES), Brazil, based on the theoretical and methodological approaches of Systemic-Functional Linguistics (Hallidau 1994; Halliday & Mattiessen 2004), the Appraisal framework (Martin and White, 2005) as well as on studies interested in teaching written Portuguese to deaf learners (Quadros 2004; Lodi 2005; 2006; 2013; Lodi et al 2014; Fernandes 1999; Almeida, Santos e Lacerda 2015, among others). The proposal of Ramos (2004) also contributed on the implementation of the didatic material to the teaching of the genre review and the analysis reveals the presence of evaluation, especially, the Appraisal category named Judgment and emphasize ethic and identity questions, related to prejudice, social and educational exclusion and inclusion. The research also reveals the importance of adequate strategies when teaching written Portuguese to deaf students.