<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352020000200012</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2020v58n56id19986</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Escrita académica e plágio no ensino superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic writing and plagiarism]]></article-title>
<article-title xml:lang="es"><![CDATA[Escritura académica y plagio en la educación superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Festas]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matos]]></surname>
<given-names><![CDATA[Armanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Seixas]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Coimbra Faculdade de Psicologia e de Ciências da Educação Centro de Estudos Interdisciplinares do Século XX (CEIS20)]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Coimbra Faculdade de Psicologia e de Ciências da Educação Centro de Estudos Interdisciplinares do Século XX (CEIS20)]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Coimbra, Faculdade de Psicologia e de Ciências da Educação Centro de Estudos Sociais (CES)]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>58</volume>
<numero>56</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352020000200012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352020000200012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352020000200012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O plágio pode ser visto como um problema de literacia, relacionado com dificuldades na escrita académica. O principal objetivo deste estudo foi construir e validar um questionário destinado a avaliar as percepções de estudantes universitários acerca das suas competências de consulta, citação, compreensão e escrita a partir de fontes. O estudo incluiu 202 estudantes. Foram feitas análises fatoriais através de análises de componentes principais, tendo-se encontrado: três fatores para a escala estratégias de compreensão (seleção, organização, integração); três para a escala estratégias de escrita (planificação, revisão e &#8220;penso-logo-escrevo&#8221;); três para a escala estratégias de escrita a partir de fontes (cópia, mosaico/paráfrase, sumário); dois para a escala estratégias de consulta (elementares, elaboradas). A escala conhecimento das normas de citação revelou uma boa fidelidade. O questionário desenvolvido é essencial para futuramente se estudarem as relações entre o plágio e as competências de literacia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Plagiarism can be seen as a literacy academic matter related to academic writing difficulties. The main goal of the current study was to develop and validate a questionnaire that would measure the perception of college students about their consulting, citation, comprehension, and writing from sources competencies. The study included 202 undergraduate students. Exploratory factor analyses were conducted using principal components analysis, having being found: three factors for comprehension strategies scale (selection, organization and integration); three factors for writing strategies scale (planning, revision, and &#8220;think-then-do&#8221;); three for writing from sources strategies scale (copy, patchwriting/paraphrase, and summary); two for consulting strategies scale (elementary, elaborated). The citation norms knowledge scale showed a good fidelity. The questionnaire developed will be essential in future research aiming to study the relationship between plagiarism and literacies competencies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El plagio puede verse como un problema de alfabetización, relacionado con dificultades en la redacción académica. El objetivo principal de este estudio fue construir y validar un cuestionario diseñado para evaluar las percepciones de los estudiantes universitarios sobre sus habilidades de consulta, cita, comprensión y escritura a partir de fuentes. El estudio incluyó 202 estudiantes. Los análisis factoriales se realizaron a través del análisis de componentes principales, y se encontraron: tres factores para la escala de estrategias de comprensión (selección, organización, integración); tres para estrategias de escritura (planificación, revisión, "pensar-escribir-pronto"); tres para estrategias de escritura desde las fuentes (copia, mosaico/paráfrasis, resumen); dos para estrategias de consulta (primaria, elaborada). La escala conocimiento de los estándares de citas reveló buena fidelidad. El cuestionario desarrollado es esencial para seguir estudiando la relación entre plagio y habilidades de alfabetización.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Plágio]]></kwd>
<kwd lng="pt"><![CDATA[Escrita académica]]></kwd>
<kwd lng="pt"><![CDATA[Literacia]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="en"><![CDATA[Plagiarism]]></kwd>
<kwd lng="en"><![CDATA[Academic writing]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[High education]]></kwd>
<kwd lng="es"><![CDATA[Plagio]]></kwd>
<kwd lng="es"><![CDATA[Escritura académica]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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