Correção de textos na escola: a visão dos estudantes de licenciatura em Letras

Abstract

Following an interpretivist paradigm of research (BORTONI-RICARDO, 2008), this paper aims to analyze the use of strategies of text correction, as well as the views on the purposes of correction, the aspects that should be prioritized and the role of the teacher in this process, as expressed by Portuguese undergraduate students. To do so, we developed a two-part data collection instrument consisting of a school essay for correction and three open questions. The instrument was answered by 18 students who were attending the 4th semester of their undergraduate studies. As the theoretical foundation of this work, we use notions of correction, correction strategies and reflections on this practice in schools (SERAFINI, 2000; RUIZ, 2013; ANTUNES, 2003, 2006, 2009; COSTA VAL et al., 2009). From the textual analysis of the data, we identified that: i) the main strategy used by the undergraduates for correcting school texts is the resolutive; ii) the main purpose of the correction is to guide students; iii) the aspects prioritized in correction should be cohesion and coherence; and iv) the teacher’s role should be that of mediator/advisor. We concluded that the students have an ambivalent view of writing correction, sometimes anchored in a traditional view of language, sometimes in an interactive one.