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This paper aims to analyze three aspects regarding revisions made by students in their classmates’ texts in a fanfiction workshop held in the school context: the use of indicative correction in the digital context; the resolutive/textual-interactive correction and its polyphonic feature; and the use of textual-interactive correction by students who have positioned themselves as interested readers. This analysis is based on discussions about text review practice held by Serafini (1995) and Ruiz (1998) and in Bakhtin’s theory on the issue of dialogism. Thereby, it was found that the instrument may interfere with the practice and with the function of revision categories, and also that the practice may interfere with the instrument and with the function of those categories.

A prática de revisão textual na escola: uma análise das categorias de correção em uma oficina de fanfictions