Banca de QUALIFICAÇÃO: Bruna de Oliveira Passos

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : Bruna de Oliveira Passos
DATE: 11/05/2023
TIME: 14:30
LOCAL: Sala da Direção da FE
TITLE:

"The interrelation of plagiarism and artificial intelligence in academic writing: an analysis from the comprehension of undergraduates in Pedagogy".

KEY WORDS:

Plagiarism, cyberplagiarism, artificial intelligence, authorship, academic writing, undergraduate

PAGES: 77
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Permanente
SUMMARY:

The constant development of new information and communication technologies enables new configurations in academic writing and expansion of access to information for students (DINIZ; MUNHOZ, 2011). Given the context of global and academic advances, Artificial Intelligence presents itself in various spheres of people's daily lives, causing great impact on the production of language. This study seeks to critically analyze the comprehension of undergraduate students in Pedagogy about the interrelationship of plagiarism associated with the use of Artificial Intelligence for the production of written texts. The theoretical framework is based on the approach of plagiarism (DINIZ, TERRA, 2014; KROKOSCZ, 2011; KROKOSCZ, 2012; LOPES, 2020; CASTRO; LOPES, 2019; MCCORD, 2008; PARK, 2003), academic cyberplagiarism (COMAS; SUREDA, 2007; GALLENT TORRES; TELLO FONS, 2021; DÍAZ ARCE, 2007; SUREDA NEGRE; COMAS; MUT-AMENGUAL, 2007) and Artificial Intelligence for text production (KAUFMAN, 2018; BOA SORTE et al. , 2021; FYFE, 2022; THUNSTRÖM; STEINGRIMSSO, 2022; ARAUJO, 2021; ROE; PERKINS, 2022; ROGERSON; McCARTHY, 2017).

To realize this objective, we propose in this investigation the precedents of content analysis of Bardin (1977) and the data triangulation of Triviños (1987), of questionnaire and interview with students. We consider in a preliminary way from the data obtained by the questionnaire answered by 108 undergraduate students in pedagogy and later in an interview with 16 of these students that, the students understand the concept of plagiarism in general, however, when contrasted to a specific situation of use of AI for writing academic texts, most of the students cannot identify it. Students show concern about authorship issues in the case of using AI tools for text writing. Given this perspective, we identify the need to rethink the educational environment in undergraduate education that propitiates the construction of authorship and the understanding of situations involving academic plagiarism or cyberplagiarism.

 

BANKING MEMBERS:
Presidente - 1651994 - CARLOS ALBERTO LOPES DE SOUSA
Interno - 2504374 - LUCIO FRANCA TELES
Externo à Instituição - CARLOS ANGELO DE MENESES SOUSA - UCB
Externa à Instituição - GRACIELLA WATANABE - UFABC