The Brazilian Naval Academy is a military institution of Higher Education of the Brazilian Navy that aims to form young Brazilians who will occupy the initial positions of the Officers rank as fleet officers, marines or supply officers of the Navy. After 200 years accepting only men, in the selection process from 2013 to 2014, there were 12 places available for the entry of women, for the first time, in the institution. Based on this fact, my motivation to conduct this research derived from an interest in investigating: (1) How the identities are built during moments of negotiation of meanings and (2) Which identities are constructed during the interactions of these women in a strictly male military institution. The study is based on the socio-semiotic approach of language, as proposed by Systemic Functional Linguistics, aligned with socio-constructionist paradigms of identity which conceive it as a fluid, emerging, interactional and sociocultural phenomena. The construction of identities is observed in short stories told by the participants. Two perspectives lead the analysis of evaluative moments in the narratives: the analytical tools of the Appraisal Theory and the seminal and contemporary theoretical concepts related to narratives, which emphasize the study of evaluation in narrative discourse. Following a qualitative methodology, the 12 female students to graduate in the institution answered a set of questions sent via email by the teacher/researcher. Stories told by the participants portray situations of the everyday school routine. The way students commiserate themselves demonstrate attitudes of collective identities through which the participants defend their points of views constructing themselves as proud and responsible women who deny the role of less capable than men.