This work aims to investigate feedbacks as a theoretical-methodological tool in writing that
constitutes a practice with the potential to contribute to the rewriting of texts. But,
specifically, we seek to analyze which linguistic-discursive aspects are mobilized by the
advisors in the production of a dialogic feedback, as well as to investigate how the feedbacks
contribute to a responsive and critical rewriting. Linked to these objectives, the questions we
propose to answer are: 1. What linguistic-discursive elements are mobilized by the teachers in
the production of dialogic feedback? 2. How does feedback contribute to responsive and
critical rewriting? The theoretical basis is related to the concept of language in a dialogical
conception (VOLÓCHINOV, 2017; BAKHTIN, 2000), as well as to the theoretical-
methodological perspective of feedbacks (MENEGASSI; GASPAROTTO, 2020; BATISTA-
SANTOS; SILVA; 2018; WILLIAMS, 2005; SERAFINI; 2004). The qualitative-
interpretative methodological framework is supported by the interdisciplinary conception of
Applied Linguistics (MOITA LOPES, 2006). The methodological instruments were the
feedbacks and opinion records produced during the development of the Extension Course
'Developing Academic Literacy: Reading and Writing Practices at the University'. The
research subjects are the lecturers of an extension course at a public university in the state of
Tocantins. This research understands that the work developed by the participants can
contribute to the recognition of students as authors of their own text through the stimuli given
with the feedbacks. The data revealed that the feedbacks allow, according to the teacher's
posture, an active responsiveness as they make decisions about their writing.
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