Abstract This study corresponds to a project of a teaching research group, which analyzed the authorship of textual works of eleven students. These studies were developed throughout the subject of Biological Sciences of the stricto sensu graduate course of a private university in the state of San Pablo, Brazil. The main objective of this research was to evaluate the existence of plagiarism to answer the research question: Do postgraduate students commit plagiarism during the courses? Thus, the results of plagiarism verification were analyzed and compared using various software available online in paid or free versions. During this study, we observed that most academic studies of postgraduate students presented some plagiarism characteristic and we still found that the amount of plagiarism identified is different depending on the analysis characteristics of the program used. Despite the limitations of the softwares, their regular use to verify the authorship of a text is essential to identify plagiarism and to take educational measures that guide students on the creation process and the impact plagiarism has on learning. We therefore concluded that new pedagogical strategies must be developed and implemented to discourage plagiarism and thus reduce the impoverishment of education. At the same time, we showed that the choice of plagiarism verification software should not be made in a frivolous manner, but consciously and responsibly, because it may lead to different results.

Resumen Este estudio corresponde a un proyecto de investigación de un núcleo docente que analizó los trabajos textuales autorales de once alumnos. Estos trabajos se han desarrollado a lo largo de una disciplina del área Ciencias Biológicas del curso de posgrado stricto sensu de una universidad particular del estado de São Paulo, Brasil. El objetivo principal de esta investigación fue evaluar la existencia de plagio, para responder a la pregunta de investigación: ¿alumnos graduados cometen plagio cuando realizan cursos de posgrado? Para eso fueron analizados y comparados los resultados de la verificación de plagio con diversos softwares disponibles online en versiones pagas o gratuitas. Durante este estudio observamos que la mayoría de los trabajos académicos de los alumnos de posgrado presentaba algún rasgo de plagio y comprobamos que la cantidad de plagio apuntada es distinta dependiendo de las características de análisis del programa usado. A pesar de las limitaciones de los softwares, su uso regular para verificación autoral es fundamental para identificar esta práctica y poder tomar medidas educativas que orienten a los alumnos sobre el proceso de elaboración de textos autorales y sobre el impacto que tiene el plagio en el aprendizaje. Así concluimos que es necesario desarrollar y aplicar nuevas estrategias pedagógicas para desestimular el plagio y en consecuencia disminuir el empobrecimiento de la educación. Paralelamente mostramos que la elección del software para verificación de plagio no debe ser liviana, sino realizada de manera consciente y responsable una vez que puede implicar en resultados diferentes.

Este artigo apóia-se em resultados de pesquisa realizada com sujeitos de cinco universidades da cidade de São Paulo - Brasil, cujo objetivo foi investigar percepções de concluintes de Pedagogia quanto ao conhecimento matemático, didática, currículo e planejamento, bem como sobre a formação da identidade profissional docente. O referencial teórico foi construído a partir dos estudos de Shulman (1987), Ponte e Oliveira (2002), Schön (1995) e Tardif (2002). A investigação classifica-se como qualitativa, com análise interpretativa. Aplicaram-se questionários e entrevistas, visando alcançar os objetivos descritos. Observou-se que esses futuros professores não se percebem como conhecedores de conteúdos que devem lecionar, tais como: Operações com Frações, Geometria e Tratamento da Informação. Concluiu-se que, para que tais professores utilizem métodos, técnicas e materiais inovadores e para que haja um melhor desenvolvimento do conhecimento profissional faz-se necessário um equilíbrio da equação Teoria x Prática durante todo o curso de Pedagogia e, para isso, a parceria entre Universidade e Escola seria um caminho possível.

This paper is based on results of research conducted with subjects from five universities in the city of Sao Paulo - Brazil, to investigate perceptions of prospective teachers related to mathematical knowledge of teaching, curriculum and planning, as well as the constitution of professional identity. The theoretical framework was constructed based on Shulman (1987), Ponte and Oliveira (2002), Schön (1995) and Tardif (2002). This research is classified as qualitative and the analysis was interpretative. The data consisted of questionnaires and interviews. It was observed that these future teachers do not perceive themselves as experts on specific topics that they are required to teach, such as: Operations with Fractions, Geometry, and Data Processing. It was concluded that, to encourage these future teachers to use methods, techniques and innovative materials and to promote better development of professional knowledge, it is necessary to balance the Theory x Practice equation throughout their university education, and that partnerships between universities and schools may be one way to achieve this.