ABSTRACT
This article analyzes elementary school teachers' conceptions of text revision and their classroom teaching actions, establishing how their knowledge approaches or distances itself from that described in the literature. Fifteen elementary school teachers were interviewed about how they conceptualized text revision, about what should be reviewed, as well as about the procedures adopted in classrooms for students to review the texts they produced. In general, teachers have sequential and linear conception of writing and text revision. The review is often confounded with proofreading, paying attention to the formal aspects of text edition. The most frequently cited review practice includes the re-reading of the text by the child together with the teacher. In general, there is great discrepancy between concepts from research in the area and the way the teachers who were interviewed think and organize their teaching on text revision.
Keywords:
text revision; writing; revision procedures; teaching practices