<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2079-312X</journal-id>
<journal-title><![CDATA[Lingüística]]></journal-title>
<abbrev-journal-title><![CDATA[Lingüística]]></abbrev-journal-title>
<issn>2079-312X</issn>
<publisher>
<publisher-name><![CDATA[Asociación de Lingüística y Filología de América Latina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2079-312X2018000200099</article-id>
<article-id pub-id-type="doi">10.5935/2079-312x.20180018</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Entre citação, autoria e plágio na escrita científica de pós-graduandos]]></article-title>
<article-title xml:lang="en"><![CDATA[Between citation, authorship and plagiarism in the scientific writing of graduate students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bessa]]></surname>
<given-names><![CDATA[José Cezinaldo Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>34</volume>
<numero>2</numero>
<fpage>99</fpage>
<lpage>118</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S2079-312X2018000200099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S2079-312X2018000200099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S2079-312X2018000200099&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste trabalho, o nosso objetivo é abordar a relação entre citação, autoria e plágio na escrita científica de pós-graduandos, focalizando especificamente o exame de problemas de gerenciamento de vozes que indicam a ocorrência de práticas plagiarias nessa escrita. Com base em trabalhos que discutem questões de gerenciamento de vozes, autoria e plágio e orientados pela perspectiva interpretativa de pesquisa e por uma abordagem de natureza qualitativa, analisamos artigos produzidos por estudantes de mestrado da área de Linguística e Literatura. O exame do corpus confirma que estudantes de pós-graduação revelam ainda sérias dificuldades no gerenciamento de vozes na escrita científica, manifestando práticas plagiarias que apontam desde desconhecimento de convenções do citar a omissão consciente de fontes do dizer do outro. O trabalho sinaliza a necessidade de profissionais do ensino de pós-graduação incorporarem pedagogias que explorem, de forma mais efetiva, as múltiplas formas e funções enunciativas das citações em textos científicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this paper, our objective is to address the relationship between citation, authorship and plagiarism in the scientific writing of graduate students, specifically focusing on the examination of voice management problems that indicate the occurrence of plagiarist practices in this writing. Based on papers that discuss issues of voice management, authorship and plagiarism and guided by an interpretative perspective of research and a qualitative approach, we analyzed scientific articles produced by students of the Masters in Linguistics and Literature. The analysis of the corpus confirms that graduate students still present serious difficulties in the management of voices in scientific writing, manifesting plagiarist practices that point out from ignorance of citing conventions to the conscious omission of sources of the other&#8217;s saying. The paper points out the need for postgraduate education professionals to incorporate pedagogies that more effectively explore the multiple forms and enunciative functions of citations in scientific texts.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Citação]]></kwd>
<kwd lng="pt"><![CDATA[Autoria]]></kwd>
<kwd lng="pt"><![CDATA[Plágio]]></kwd>
<kwd lng="pt"><![CDATA[Escrita científica]]></kwd>
<kwd lng="pt"><![CDATA[Pós-graduandos]]></kwd>
<kwd lng="en"><![CDATA[Citation]]></kwd>
<kwd lng="en"><![CDATA[authorship]]></kwd>
<kwd lng="en"><![CDATA[scientific writing]]></kwd>
<kwd lng="en"><![CDATA[graduate students.]]></kwd>
</kwd-group>
</article-meta>
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