A autoria e o plágio acadêmico-científico no ensino de ciências

Abstract

Plagiarism can occur at different stages of education, promoting a lack of ethics and undermining respect for authors. The literature indicates the existence of various forms of plagiarism, which can occur as a result of learning that needs to be consolidated in Basic Education. The possible occurrence of plagiarism in different contexts demonstrates that this act harms the development and reliability of Science and socially violates Copyright. Thus, this research aimed to investigate the perception of academic-scientific plagiarism in the training of researchers in the area of Science Education. The methodology is characterized as qualitative, basic in nature and descriptive in nature, outlined by Case Study, Systematic Review and Documentary Study. The research scenario was formed by the educational environment in a public school of Basic Education in a border city located in Rio Grande do Sul; academic-scientific in a Federal University in a Postgraduate Program in the area of Science Education; and technological through the use of similarity identification tools, scientific articles and journals, the Artificial Intelligence tool Chat GPT and the investigation of documents from an Academic Repository of the aforementioned institution. [...] The results are presented in this thesis in the format of seven scientific articles and a booklet. These allow us to affirm that it is of fundamental importance to develop works that raise awareness among both Basic Education students and academics about the authorial protagonism and responsible writing, qualifying them for the academic context. It was possible to identify that the use of similarity tools does not serve as a guarantee against plagiarism. In the academic field, it is necessary to promote greater formal and ethical awareness about plagiarism, with the importance of scientific publications following quality standards, and with the creation of internal policies for disclosure and sanctions on academic plagiarism, aiming at scientific credibility.