Abstract
In the contemporary educational context, academic integrity is no longer just a set of rules and has become an essential part of the educational process, as it is a necessary value for students in the development of their intellectual activities. However, despite its relevance, a reductionist view persists, associated exclusively with mechanisms of surveillance and punishment, disconnected from its pedagogical and human dimension. This article aims to explore practices that promote research training, necessary in the student instruction stage, as a professional competence that goes beyond the formal requirements of postgraduate studies, based on a critical analysis and theoretical review of the processes of accompaniment, learning monitoring, continuous supervision and collective knowledge construction. This analysis leads to the conclusion that academic integrity is not imposed, but rather is the result of sustained, structured pedagogical practice committed to the ethical quality. This approach demonstrates that the development of novice researchers must begin at a very early stage and be maintained throughout the process. In this sense, a change in proposed: from sanction to training and from norm to ethical accompaniment.