Text Revision in Language Teachers´ Initial Education

This paper approaches the text revision practice by language teachers in initial education. Anchored in dialogism studies, from Bakhtin´s Circle, and in text revision process, through interactionism bias, the study aims to comprehend the teaching and development of text revision abilities from language teachers in initial education, evidenced through other´s word re-elaboration and valuations stablished from their learning and experiences, in the guide feedbacks. The data records were taken from the training course developed with the participants in a university from the South of Brazil. The results showed significant methodological appropriation by the participants of the text revision approaches, as well as of the axiological elements that constitute the approach choice and the interaction quality with the student, through revision, indicating counterwords in the revision feedbacks.

KEYWORDS:
text revision; initial teacher education; teaching; dialogism; interactionism