This research consists in a theoretical and practical study about the review and rewriting processes in the production of the popular genre “written popular tale from Belém” through a work done with students from the 7th grade of Middle School. Based on the assumption that the students, when participating in a pedagogical project of reading and writing–from the textual production of the aforementioned genre, considering the processes of revision and rewriting mediated by guiding notes in the construction of this genre – they would often use the strategy "attending the correction and reformulating as suggested" and they would resort to the addition and substitution operations more often.Thus, the main goal of this study is to understand the review and rewriting processes of the discursive genre “popular tale from Belém”, made by the students of 7th grade of Middle School in order to contribute to the training of competent text producers. Based on the Applied Linguistics, the investigation presupposes the dialogical conception of the language from the Bakhtin Circle theorists and researchers who follow this idea. This investigation is linked to the Research Project “Práticas de Linguagem e Formação Docente” (Language Practices and Teacher Training) of the Federal University of Pará (UFPA) – Campus in Castanhal City. This study is a qualitative-interpretative research-action of ethnographic approach, conducted in the municipal education network in Ananindeua/PA. In order to answer the question about how the review and rewriting processes contributes to the development of writing skills of students from the 7th grade of Middle School, increasing their communicative competence in the construction of the discursive genre “written popular tale from Belem”, firstly we made an evaluation of the class through a proposal of textual production to verify both what the students already know about the genre popular tale from Pará and their difficulties related to the writing. After the performed evaluation, we proposed an intervention with the previously mentioned genre using the reading and writing project methodology elaborated by Lopes-Rossi (2008). Then, an educational proposal was applied to the students in the classroom and their writing productions were selected. After the teacher-researcher reviewed these writing productions through guiding notes, the students chose the following strategies: i. to follow partially the suggested review by the teacher-researcher; ii. to follow the suggested review proposals. In relation to the linguistic-discursive aspects used by the subjects in the rewriting act, it was verified significant replacements and increasing in the rewriting process through the guiding notes under the teacher-researcher orientation. As a result, we noticed that the review and rewriting process contribute to the self-reflection of the students in term of releasing themselves from being a passive subject, who write only to exercise writing skills or to achieve a high score, to the position of the one who is part of a dialogical process of writing construction.
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