<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022021000100763</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202147231584</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As várias faces do plágio entre estudantes do ensino superior: um estudo de caso]]></article-title>
<article-title xml:lang="en"><![CDATA[The multiple faces of plagiarism among higher education students: a case study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[Madalena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morais]]></surname>
<given-names><![CDATA[César]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Iscte-Instituto Universitário de Lisboa  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Nova de Lisboa Faculdade de Ciências Sociais e Humanas Centro Interdisciplinar de Ciências Sociais]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022021000100763&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022021000100763&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022021000100763&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O olhar sociológico sobre o plágio entre alunos do ensino superior nas últimas décadas tem produzido progressos teóricos e metodológicos que permitem problematizar e monitorizar esse antigo e persistente fenômeno, considerando seus contornos contemporâneos. Este artigo, resultante de um projeto de investigação, sistematiza alguns desses avanços por forma a analisar criticamente as percepções sobre várias formas de plágio entre estudantes no ano letivo de 2015/2016 numa instituição de ensino superior portuguesa, aferindo (des)continuidades entre vários ciclos de estudo e controlando o efeito das variáveis sexo, idade, área de estudos e conhecimento do código acadêmico em vigor nessa instituição. Os dados em análise resultam de uma inquirição por questionário e permitem verificar que as percepções dos estudantes sobre o que constitui plágio divergem, especialmente em relação a algumas formas de plagiar, ainda que ganhem acuidade ao longo do percurso acadêmico. Por outro lado, os estudantes dos diferentes ciclos destacam o papel do conhecimento e do acompanhamento dos professores na prevenção dessa prática antiética. O impacto positivo da socialização acadêmica nessas percepções atesta a importância de uma pedagogia voltada para a honestidade e para a escrita intertextual, clamada pelos próprios estudantes, mas frequentemente secundarizada nas políticas de prevenção e nos currículos acadêmicos das instituições de ensino superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The sociological view on plagiarism among higher education students has produced in recent decades theoretical and methodological advances that enable to problematize and monitor this old and persistent phenomenon, considering its contemporary aspects. This article, resulting from a research project, systematises some of those advances in order to critically analyse the perceptions about various forms of plagiarism among students in the 2015/2016 academic year at a Portuguese higher education institution, assessing (dis)continuities between various levels of study and controlling for the effect of the variables sex, age, area of study and knowledge of the academic code of conduct in use at that institution. The data under analysis results from a questionnaire survey and demonstrates that students&#8217; perceptions of what constitutes plagiarism diverge, especially in relation to some forms of plagiarism, even though they gain incisiveness throughout the academic career. On the other hand, students from different levels of study highlight the role of knowledge and teachers&#8217; guidance in preventing this unethical practice. The positive impact of academic socialisation on these perceptions demonstrates the importance of a pedagogy that addresses honesty and intertextual writing, demanded by the students themselves, but often overlooked in the prevention policies and academic curricula of higher education institutions.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Plágio]]></kwd>
<kwd lng="pt"><![CDATA[Percepções]]></kwd>
<kwd lng="pt"><![CDATA[Motivações]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes do ensino superior]]></kwd>
<kwd lng="en"><![CDATA[Plagiarism]]></kwd>
<kwd lng="en"><![CDATA[Perceptions]]></kwd>
<kwd lng="en"><![CDATA[Motivations]]></kwd>
<kwd lng="en"><![CDATA[Higher education students]]></kwd>
</kwd-group>
</article-meta>
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