Ética, integridade científica e pandemia de covid-19: diálogo e desafios entre as dimensões socioculturais e linguísticas e a comunicação da ciência / Ethics, scientific integrity and the covid-19 pandemic: dialogue and challenges between sociocultural and linguistic dimensions and science communication / Ética, integridad científica y la pandemia de covid-19: diálogo y desafíos entre las dimensiones socioculturales y lingüísticas y la comunicación de la ciencia

Em entrevista à Reciis, a professora e cientista Sonia Vasconcelos relata sobre a sua trajetória profissional e acadêmica que a aproximou do campo da ética e da integridade científica. Destaca sobre o quanto as dimensões históricas, sociais, culturais e linguísticas da comunicação científica estão implicadas nas percepções e nos pressupostos da integridade na ciência. Conforme a pesquisadora, a pandemia de covid-19, que desencadeou uma maior velocidade de publicação, correção de literatura científica e a explosão de preprints e as suas certificações em curto espaço de tempo, promoveu mudanças e desafios para o aprimoramento das políticas sobre ética e integridade na comunicação da ciência. Sonia Vasconcelos é professora do Instituto de Bioquímica Médica Leopoldo de Meis (IBqM) da Universidade Federal do Rio de Janeiro (UFRJ), atuando na área de Educação, Gestão e Difusão em Biociências do IBqM.

In an interview to Reciis, professor and scientist Sonia Vasconcelos reports on her professional and academic trajectory that brought her closer to the field of ethics and scientific integrity. She highlights how the historical, social, cultural, and linguistic dimensions of scientific communication are implicated in the perceptions and assumptions of integrity in science. According to the researcher, the covid-19 pandemic, which led to a greater speed of publication, correction of the literature, and the explosion of preprints in a short period of time, triggered changes to and increased challenges toward improving policies on ethics and integrity in science communication. Sonia Vasconcelos is a professor at Institute of Medical Biochemistry Leopoldo de Meis (IBqM) at the Federal University of Rio de Janeiro (UFRJ), working in the science education and policy area of IBqM.

En entrevista con Reciis, la profesora y científica Sonia Vasconcelos relata su trayectoria profesional y académica que la acercó al campo de la ética y la integridad científica. Destaca cómo las dimensiones históricas, sociales, culturales y lingüísticas de la comunicación científica están involucradas en las percepciones y supuestos de integridad en la ciencia. De acuerdo con la investigadora, la pandemia de covid-19, que desencadenó una mayor velocidad de publicación, corrección de la literatura científica y la explosión de preprints y sus certificaciones en un corto período de tiempo, promovió cambios y desafíos para la mejora de las políticas en materia de ética y integridad en la comunicación de la ciencia. Sonia Vasconcelos es profesora del Instituto Leopoldo de Meis de Bioquímica Médica (IBqM) de la Universidad Federal de Rio de Janeiro (UFRJ), actuando en el área de educación científica y política del IBqM

Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil

ABSTRACT Fostering innovation and creativity is a priority in the science and education policy agenda of most countries, which have advocated that innovative minds and processes will boost scientific and economic growth. While our knowledge society has embraced this view, fostering creativity is among the major challenges faced by educators and policymakers. For example, plagiarism, which may be considered a form of imitation and repetition, is a global concern at schools and universities. However, most discussions focus on academic integrity, which, we believe, leaves some gaps in the approach to the problem. As part of an ongoing project on plagiarism, science and education policy, we show results from a survey sent to 143 high-school science teachers at one of the most highly regarded federal schools in Brazil. Among respondents (n=42), about 50% admit that students plagiarize in assignments. Additionally, many of these educators suggest that the way biology, chemistry and physics are taught at school stimulates more repetition than creativity. Our findings are consistent with the need for a broader perspective on plagiarism and with initiatives to stimulate creativity and critical thinking among students. Although we offer a perspective from Brazil, it may illuminate current discussions on plagiarism, particularly in emerging countries.