Estudo onomástico com alunos da educação básica da Escola Municipal Celestino Pereira Salgado - Montes Claros/Minas Gerais

Abstract

The object of study of this work was the onomastic lexicon of Brazilian Portuguese, the investigation of which was developed using textual genres, and culminated in the recording of videocasts, highlighting the teaching of the language, and using collective memory. Therefore, the general objective of the work was to develop an onomastic study on the names of places related to the students' geographic environment, followed by the first names of the students in the class selected for the research. Four toponyms were researched: the name of the country (Brazil), the city (Montes Claros), the neighborhood (Jardim Primavera) and the Celestino Pereira Salgado Municipal School, in addition to 34 student names, anthroponyms. The investigation also helped to expand the students' lexicon, in a work that brings together semantics and multimedia, all of vital importance for the formal learning of the Portuguese language. The theoretical argument is based on bibliographical research, that is, on the theoretical postulates of Lexicology and Onomastics (anthroponomastics and toponomastics) linked to teaching, in addition to seeking support in multiliteracies, in particular, in the multimodal videocast genre and its valuable contributions to the development of efficient and meaningful pedagogical practices. As for the methodology, documentary, qualitative research and action research were used. The first refers to the consultation of official documents, in the broadest sense, that is, legal writings also in other verbal and non-verbal textual genres. In turn, qualitative research, also called “field study”, “qualitative study”, a linguistic-semiotic based method embedded in the universe of meanings and motivations, and studies subjective aspects of sociocultural and historical phenomena. For these reasons , supports the data analysis of this study. Action research, in turn, involves researcher and participants who interact in a cooperative and participatory way. The research results showed that, in its initial phase, 100% of students were unable to explain their motivation for the names of the four places under study. Regarding their first names, 21 (64%) of the students knew neither the motivations for their choices nor their meanings. Based on these results, a teaching proposal was created whose objective was promote knowledge about the motivations of toponyms and anthroponyms, the focus of the research, and consequently contact with the history and culture that surrounds the students' context. At the end of the work, we found that all students, through research, talk to the family and classroom discussions, they learned about the motivations behind the toponyms Brasil, Montes Claros, Jardim Primavera and Escola Municipal Celestino Pereira Salgado; in addition to the reasons that led to their anthroponyms. We thus conclude the relevance of the work for generating new significant and crucial knowledge for students.