This dissertation, permeated by a strong autoethnographic sensitivity (Biar; Torres, 2018), arises from my reflections as a teacher-researcher and takes shape from the dialogue with three other recently graduated teachers. In this study, as a general objective, I seek to understand how these teachers and I discursively construct emotions with regard to our experiences in the school environment, including situations of violence. Moving on to the specific objectives, I seek to: i) analyze the discursive construction of the emotions of the participating teachers in life story narratives, based on the identification of the evaluative lexical-grammatical choices present in our teaching discourses; ii) generate understandings about the micropolitical role of these emotions, reflecting on how they reinforce or alter power relations; and iii) reflect on the construction and deconstruction of school violence, focusing especially on the symbolic violence of discourse. The theoretical-analytical horizons are aligned with Critical Applied Linguistics (Moita Lopes et al., 2006; Rajagopalan, 2011) in interface with studies on emotions (Rezende; Coelho, 2010; Le Breton, 2019) constructed in narratives (Bastos, 2005), especially in life story narratives (Linde, 1993). Aligning myself with the qualitative and interpretivist research paradigm (Denzin; Lincoln, 2006), I promoted exploratory conversations (Miller, 2001; Maciel, 2021) with teachers as a way of recording our discourses, which enabled the co-construction of INdisciplinary reflections (Moita Lopes, 2006; 2013) on the experiences and violence in our classrooms. Following studies on discourse evaluation (Labov, 1972; Thompson; Hunston, 2006; Oteíza, 2017), I use the Appraisal System (Martin; White, 2005) as a basis for investigating evaluations (Linde, 1997; Martin, 2001) produced microdiscursively by participants, relating them to Discourses (Gee, 2015) that circulate in macrosocial contexts. Understandings suggest, on the one hand, that, due to the symbolic and/or physical violence experienced, the participating teachers and I construct emotions in our discourses focused on Affects of insecurity and dissatisfaction, as well as moral judgments in the field of ethics. On the other hand, the micropolitical dimension of emotions also seems to move us to continue teaching, which is observed through emotions linked to critical indignation and hope. Our reflections, provided by exploratory conversations, offered opportunities for new insights into our educational practices and the possibility of deconstructing violent acts.