Moralidade e plágio: um estudo com alunos do ensino médio
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) |
Texto Completo: | http://repositorio.ufes.br/handle/10/1198 |
Resumo: | Our purpose was to understand the judgment of plagiarism actions from students of the second and third years of high school, from public and private schools in Vitória, Espírito Santo. Subjects were 40 students between 16-18 years who attended three public and two private schools in Vitória-ES, equally divided as to sex and type of institution. Our survey instrument corresponded to a semistructured interview script, containing a fictitious story which involved the behavior of plagiarism. The interviews were conducted individually, in line with the Piagetian clinical method and we used the systematization of categories proposed by Delval as a procedure to analyze the protocols. We evaluated judgments of the adolescents regarding the action of plagiarism of the character of the story-told in the following respects: if he/she considered action as the right or wrong action, whether the plagiarist should or should not be punished and which penalty (ies) were suggested. The justifications of all aspects mentioned above were solicited. From the data we found that most students: 1) consider that plagiarism is a wrong attitude; 2) justify it being wrong especially for the "negligence of the student's in the fulfillment of his/her work", the "possibility of negative consequences" and for the "action being incorrect"; 3) state that the character "should be punished"; 4) analyzed as punishment for this act: "making a new work", "having a conversation" and "receiving a score of zero on the plagiarized work", and finally, 5) justified the sanctions suggested because of the "opportunity for the student to learn and / or reflect with the punishment", the “appropriateness of punishment" and "the possibility of negative consequences for the student". On the other hand, the reasons of the few students who felt that the character of the story "should not be punished" were in favor of a "lack of specification and / or prohibition by the teacher" and stated that it was because plagiarism is "common." In general, the data from our study show that participants know that plagiarism is wrong, recognize that one should not commit this act and most students penalized the conduct investigated. This work may contribute to the expansion of studies in the area of morality and contribute to the theoretical basis for the development of education projects in moral values that include in a general way academic dishonesty and specifically plagiarism. We believe that the inclusion of this content in the proposals for education in contemporary moral values can enrich the moral formation of students. So, we hope from the results found in this study,to support and promote further studies and provide discussions and actions on the said topic, especially in Psychology and Education. |
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Alencar, Heloisa Moulin deRomaneli, Mariana SantolinBorges, Luciana SouzaRossetti, Claudia Broetto2014-11-27T19:01:57Z2014-11-27T19:01:57Z2014-10-242014-10-24Our purpose was to understand the judgment of plagiarism actions from students of the second and third years of high school, from public and private schools in Vitória, Espírito Santo. Subjects were 40 students between 16-18 years who attended three public and two private schools in Vitória-ES, equally divided as to sex and type of institution. Our survey instrument corresponded to a semistructured interview script, containing a fictitious story which involved the behavior of plagiarism. The interviews were conducted individually, in line with the Piagetian clinical method and we used the systematization of categories proposed by Delval as a procedure to analyze the protocols. We evaluated judgments of the adolescents regarding the action of plagiarism of the character of the story-told in the following respects: if he/she considered action as the right or wrong action, whether the plagiarist should or should not be punished and which penalty (ies) were suggested. The justifications of all aspects mentioned above were solicited. From the data we found that most students: 1) consider that plagiarism is a wrong attitude; 2) justify it being wrong especially for the "negligence of the student's in the fulfillment of his/her work", the "possibility of negative consequences" and for the "action being incorrect"; 3) state that the character "should be punished"; 4) analyzed as punishment for this act: "making a new work", "having a conversation" and "receiving a score of zero on the plagiarized work", and finally, 5) justified the sanctions suggested because of the "opportunity for the student to learn and / or reflect with the punishment", the “appropriateness of punishment" and "the possibility of negative consequences for the student". On the other hand, the reasons of the few students who felt that the character of the story "should not be punished" were in favor of a "lack of specification and / or prohibition by the teacher" and stated that it was because plagiarism is "common." In general, the data from our study show that participants know that plagiarism is wrong, recognize that one should not commit this act and most students penalized the conduct investigated. This work may contribute to the expansion of studies in the area of morality and contribute to the theoretical basis for the development of education projects in moral values that include in a general way academic dishonesty and specifically plagiarism. We believe that the inclusion of this content in the proposals for education in contemporary moral values can enrich the moral formation of students. So, we hope from the results found in this study,to support and promote further studies and provide discussions and actions on the said topic, especially in Psychology and Education.Nosso objetivo foi compreender o juízo da representação da ação de plágio de estudantes do segundo e terceiro anos do ensino médio, provenientes de escolas públicas e particulares de Vitória, Espírito Santo. Participaram 40 discentes entre 16 a 18 anos, que frequentavam três escolas públicas e duas privadas da cidade de Vitória-ES, divididos igualmente quanto a sexo e tipo de instituição. Nosso instrumento de pesquisa foi a um roteiro de entrevista semiestruturado, contendo uma história-fictícia que envolveu o comportamento de plágio. As entrevistas foram realizadas individualmente, em consonância com o método clínico piagetiano e, como procedimento de análise dos protocolos, utilizamos a sistematização de categorias proposta por Delval. Avaliamos os juízos dos adolescentes com relação a representação da ação de plágio do personagem da história-fictícia contada, nos seguintes aspectos: se consideravam a ação certa ou errada, se o plagiário deve ou não ser punido e qual (is) a (s) penalidade (s) sugerida (s). Foram solicitadas as justificativas de todos os aspectos anteriormente mencionados. A partir dos dados encontrados, constatamos que a maior parte dos estudantes: 1) considerou que o plágio é uma atitude errada; 2) justificou ser errado, principalmente pela “negligência do aluno no cumprimento do trabalho”, pela “possibilidade de consequência negativa” e pela “ação ser incorreta”; 3) afirmou que o personagem “deve ser punido”; 4) analisou, como castigo para este ato, “fazer um novo trabalho”, uma “conversa” e “receber nota zero no trabalho” plagiado e, por fim, 5) justificou as sanções sugeridas em virtude da “oportunidade de aprendizado e/ou reflexão do aluno com a punição” da “adequabilidade da punição” e da “possibilidade de consequência negativa para o aluno”. Por outro lado, as razões dos poucos escolares que consideravam que o personagem da história “não deve ser penalizado” foram a favor da “ausência de especificação e/ou proibição pelo docente” e por causa do plágio ser um “fato rotineiro”. De maneira geral, os dados de nossa pesquisa mostram que os participantes sabem que é errado plagiar, reconhecem que não se deve fazer este ato e a maioria dos estudantes penalizou a conduta investigada. Esse trabalho pode contribuir para a ampliação dos estudos na área da moralidade e colaborar com subsídios teóricos para a elaboração de projetos de educação em valores morais que contemplem, de uma forma geral, o enfrentamento da desonestidade acadêmica e, especificamente, o plágio. Consideramos que a inserção desse conteúdo nas propostas de educação em valores morais contemporâneas poderá enriquecer a formação moral dos estudantes. Assim, esperamos, a partir dos resultados encontrados na presente pesquisa, subsidiar e promover a realização de outros estudos e propiciar discussões e ações sobre o referido tema, principalmente na Psicologia e na Educação.TextROMANELI, Mariana Santolin. Moralidade e plágio: um estudo com alunos do ensino médio. 2014. 150 f. Dissertação (Mestrado em Psicologia) - Universidade Federal do Espírito Santo, Centro de Ciências Humanas e Naturais, Vitória, 2014.http://repositorio.ufes.br/handle/10/1198porUniversidade Federal do Espírito SantoMestrado em PsicologiaPrograma de Pós-Graduação em PsicologiaUFESBRMoralityPlagiarismHigh school studentsMoralidadeAlunos do ensino médioPlágioEstudantes do ensino médioInternetHonestidadePsicologia159.9Moralidade e plágio: um estudo com alunos do ensino médioPlagiarism and morality: a study with high school studentsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)instname:Universidade Federal do Espírito Santo (UFES)instacron:UFESORIGINALDissertacao.Mariana Santolin.Texto completo.pdfDissertacao.Mariana Santolin.Texto completo.pdfapplication/pdf1219691http://repositorio.ufes.br/bitstreams/ecdaecdf-66d5-4cd9-975a-f97088798c74/download2b8fb60c2393c3e774c65a487d9f9c0cMD5110/11982024-07-02 15:22:29.105oai:repositorio.ufes.br:10/1198http://repositorio.ufes.brRepositório InstitucionalPUBhttp://repositorio.ufes.br/oai/requestopendoar:21082024-07-11T14:29:52.656600Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) - Universidade Federal do Espírito Santo (UFES)false |
dc.title.none.fl_str_mv |
Moralidade e plágio: um estudo com alunos do ensino médio |
dc.title.alternative.none.fl_str_mv |
Plagiarism and morality: a study with high school students |
title |
Moralidade e plágio: um estudo com alunos do ensino médio |
spellingShingle |
Moralidade e plágio: um estudo com alunos do ensino médio Romaneli, Mariana Santolin Morality Plagiarism High school students Moralidade Alunos do ensino médio Psicologia Plágio Estudantes do ensino médio Internet Honestidade 159.9 |
title_short |
Moralidade e plágio: um estudo com alunos do ensino médio |
title_full |
Moralidade e plágio: um estudo com alunos do ensino médio |
title_fullStr |
Moralidade e plágio: um estudo com alunos do ensino médio |
title_full_unstemmed |
Moralidade e plágio: um estudo com alunos do ensino médio |
title_sort |
Moralidade e plágio: um estudo com alunos do ensino médio |
author |
Romaneli, Mariana Santolin |
author_facet |
Romaneli, Mariana Santolin |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Alencar, Heloisa Moulin de |
dc.contributor.author.fl_str_mv |
Romaneli, Mariana Santolin |
dc.contributor.referee1.fl_str_mv |
Borges, Luciana Souza |
dc.contributor.referee2.fl_str_mv |
Rossetti, Claudia Broetto |
contributor_str_mv |
Alencar, Heloisa Moulin de Borges, Luciana Souza Rossetti, Claudia Broetto |
dc.subject.eng.fl_str_mv |
Morality Plagiarism High school students |
topic |
Morality Plagiarism High school students Moralidade Alunos do ensino médio Psicologia Plágio Estudantes do ensino médio Internet Honestidade 159.9 |
dc.subject.por.fl_str_mv |
Moralidade Alunos do ensino médio |
dc.subject.cnpq.fl_str_mv |
Psicologia |
dc.subject.br-rjbn.none.fl_str_mv |
Plágio Estudantes do ensino médio Internet Honestidade |
dc.subject.udc.none.fl_str_mv |
159.9 |
description |
Our purpose was to understand the judgment of plagiarism actions from students of the second and third years of high school, from public and private schools in Vitória, Espírito Santo. Subjects were 40 students between 16-18 years who attended three public and two private schools in Vitória-ES, equally divided as to sex and type of institution. Our survey instrument corresponded to a semistructured interview script, containing a fictitious story which involved the behavior of plagiarism. The interviews were conducted individually, in line with the Piagetian clinical method and we used the systematization of categories proposed by Delval as a procedure to analyze the protocols. We evaluated judgments of the adolescents regarding the action of plagiarism of the character of the story-told in the following respects: if he/she considered action as the right or wrong action, whether the plagiarist should or should not be punished and which penalty (ies) were suggested. The justifications of all aspects mentioned above were solicited. From the data we found that most students: 1) consider that plagiarism is a wrong attitude; 2) justify it being wrong especially for the "negligence of the student's in the fulfillment of his/her work", the "possibility of negative consequences" and for the "action being incorrect"; 3) state that the character "should be punished"; 4) analyzed as punishment for this act: "making a new work", "having a conversation" and "receiving a score of zero on the plagiarized work", and finally, 5) justified the sanctions suggested because of the "opportunity for the student to learn and / or reflect with the punishment", the “appropriateness of punishment" and "the possibility of negative consequences for the student". On the other hand, the reasons of the few students who felt that the character of the story "should not be punished" were in favor of a "lack of specification and / or prohibition by the teacher" and stated that it was because plagiarism is "common." In general, the data from our study show that participants know that plagiarism is wrong, recognize that one should not commit this act and most students penalized the conduct investigated. This work may contribute to the expansion of studies in the area of morality and contribute to the theoretical basis for the development of education projects in moral values that include in a general way academic dishonesty and specifically plagiarism. We believe that the inclusion of this content in the proposals for education in contemporary moral values can enrich the moral formation of students. So, we hope from the results found in this study,to support and promote further studies and provide discussions and actions on the said topic, especially in Psychology and Education. |
publishDate |
2014 |
dc.date.submitted.none.fl_str_mv |
2014-10-24 |
dc.date.accessioned.fl_str_mv |
2014-11-27T19:01:57Z |
dc.date.available.fl_str_mv |
2014-11-27T19:01:57Z |
dc.date.issued.fl_str_mv |
2014-10-24 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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ROMANELI, Mariana Santolin. Moralidade e plágio: um estudo com alunos do ensino médio. 2014. 150 f. Dissertação (Mestrado em Psicologia) - Universidade Federal do Espírito Santo, Centro de Ciências Humanas e Naturais, Vitória, 2014. |
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http://repositorio.ufes.br/handle/10/1198 |
identifier_str_mv |
ROMANELI, Mariana Santolin. Moralidade e plágio: um estudo com alunos do ensino médio. 2014. 150 f. Dissertação (Mestrado em Psicologia) - Universidade Federal do Espírito Santo, Centro de Ciências Humanas e Naturais, Vitória, 2014. |
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