A toponímia no Ensino Fundamental : um estudo sobre os nomes dos logradouros de Alvação, distrito de Coração de Jesus - MG

Abstract

The main thesis of this dissertation is the onomastic-toponymic lexicon, the toponyms of rural places in the District of Alvação, Municipality of Coração de Jesus - Minas Gerais. Based on the guiding documents of education in Minas Gerais, this research aimed to link the skills and competences foreseen for the teaching of Portuguese for the 6th year to the teaching and toponymic registration of the names of rural places in Coração de Jesus. The investigation was guided by the theoretical framework on Lexicon, specifically, the onomastic-toponymic bias, lexicon and teaching, and literacy and re-textualization. The methodology used included bibliographic, documentary reviews, field research, qualitative, educational action research (regarding technical procedures) and the descriptive-explanatory one (regarding type). The research was developed in two stages, the diagnosis and the teaching proposal. In the diagnostic stage, activities aimed at detecting students' knowledge of local toponyms and evaluating their writing production were applied. The result of the data from this phase revealed that the students were unaware of the local toponymy, and that some problems related to writing arising from the literacy period had not yet been consolidated, being the use of upper and lower case letters in frontal mismatch with the standard orthographic norms of the Portuguese language of Brazil the most recurrent of them. Because of that, a proposal for Teaching Practices was elaborated that addressed some general abilities and competences foreseen in the Common National Curriculum Base such as “[...] knowledge; scientific, critical thinking and creativity; cultural repertoire; responsibility and citizenship”. The proposal of the Practices stage also contemplated the teaching of toponymic knowledge associated with that of spelling, specifically, the rules of capitalization. The results of the investigation revealed that it is possible to comply with the curricular proposal, produce unpublished and, therefore, unprecedented knowledge, and in line with the official documents of Brazilian and Minas Gerais education, and develop a multidisciplinary work, plausible because the teaching of the lexicon onosmastic-toponymic admits interaction with several disciplines other than that of the Portuguese language. The investigation highlighted the importance of students´ participation in the construction of their learning, and reaffirmed that it is the teacher's role to mediate and guide not only the teaching of content determined in the curriculum for the current school year, but also those from previous stages, however, not yet consolidated, a procedure that would avoid the perpetuation of errors.