This dissertation was built according to the ethical-inclusive approach of Exploratory Practice (ALLWRIGHT, 2000), and under the perspective of Indisciplinary Applied Linguistics (MOITA LOPES, 2006). The research originated from conversations with my students - 6th grade students at a private school in Rio de Janeiro - about the ways in which remote English classes in the pandemic period, especially in the second half of 2020, were collaboratively constructed, and on the emerging understandings of the pedagogical practices promoted by the group. From the initial thought-provoking question – Whom do I plan my classes for? – we allowed ourselves to problematize the validity of a class planning done unilaterally – only by the teacher – also questioning the relevance of the evaluation methods applied to verify a kind of learning that privileges content. By inserting my students in the selection and construction processes of pedagogical activities and of the teaching and assessment strategies, I dedicate myself to promoting conversations about these processes, investigating the qualities of life in the classroom. The data generated by these interactions were analyzed and discussed in the light of the Appraisal System (MARTIN; WHITE, 2005), focusing on the three semantic regions of the Attitude subsystem: Affection, Judgment and Appreciation. The understandings built from these data contribute together with the common goal of building local and situated understandings, and for this reason they do not determine absolute realities and truths, nor do they aim to solve problems. Thus, instead of conclusive final considerations, I close by identifying new questions caused by the sustainable character of research guided by Exploratory Practice.