This research discusses the interpersonal relationship between trainees and Basic Education
teachers, using as theoretical support the EVALUATION System from Halliday's Functional
Systemic Linguistics (FSL), with the focus on the attitudinal discourses of affect in internship
reports of the Language Arts Course. The way relationships develop in the school environment
is of fundamental importance in the interaction between student-teacher and teacher, exerting
influence on this dichotomy of practice-theory and theory-practice. The general objective is to
analyze the aspects of the interpersonal relationship between trainees and Basic Education
teachers, through the EVALUATION system. As for the specific objectives, we analyze the
lexicon anchored in the evaluation system; discuss the relationship between the trainees and
Basic Education teachers and identify in the textual productions of the trainees the discourse of
affection. The research approach is qualitative, being supported by authors who address the
theme of this research. The research is also documentary, as it uses a corpus consisting of 10
reports from Supervised Internship produced by undergraduate students of the Language Arts
Course of the Federal University of Tocantins (UFT) Araguaína campus. These reports were
processed in the IRAMUTEQ software and were also performed thorough scan by the
researcher to locate discursive clippings that we call fragments. After analyzing the fragments
grounded by Martin and White (2005) and Martin and Rose (2013) EVALUATION System,
we found out that the way trainees were received by the Basic Education teachers in this phase
of the Internship produced feelings of insecurity and unhappiness, which lead us to say that this
first phase of Supervised Internship is sometimes uncomfortable for the trainees.
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