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Evaluation is an essential part of the teaching practice; however, due to its complexity, evaluating a text has been a challenge to many Portuguese language teachers. Teachers often do not know what or how to evaluate a text and end up giving greater weight to the grammatical dimension, especially the correction of students’ spelling mistakes. Therefore, this study aimed to investigate and analyze how important spelling was to public elementary school teachers in Presidente Prudente, Brazil, when evaluating their students’ texts. The results indicate that despite construing spelling correction as a significant element of the evaluation practice, the participating teachers do not consider it of primary importance. This findings heds light on a significant aspect of Brazil’s teacher education: a large amount of teachers have already internalized the idea that spelling is important but not essential.

CORREÇÃO DE TEXTOS: QUE RELEVÂNCIA OS PROFESSORES ATRIBUEM À ORTOGRAFIA?