Abstract
The present article brings some results of a scientific research (Fapesp/Process 2021/06003-8), which investigated the limits and potentialities of the textual correction marks left by teachers in texts productions of fourth and fifth grades of Elementary School. We delimited for this piece only the analysis of data related to the marks of correction in texts produced by students of the fifth grade of Elementary School. In this way, we aimed to verify the teacher correction marks in fifth grade students' texts, describe and analyze the types of textual correction identified in the corpus in the light of Serafini's (1995) and Ruiz's (2020) studies, and reflect on the potential contributions to text review that go beyond the orthographic-grammatical dimension. This investigation is characterized as qualitative research (GODOY, 1995), with a descriptive-analytical focus (MARTINS, 2008) on aspects related to the correction and evaluation of twenty written productions from the FPPEEBS Research Group writing bank. That said, the results indicate that depending on the type of correction that the teacher takes as a tool to mark the student's text, he can, by means of a dialogical interaction, of the teacher-reader and student-author, guide to a next stage in the process of textual production, the rewriting, stimulating the autonomy and active action of the student; on the other side, he can suppress the interactive character of the text taking the correction as a monologue, a sanitizing practice, of "hunting mistakes", and thus restrict the student's action.
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