A toponímia das comunidades quilombolas do Tocantins:

Abstract

This research aims to identify and characterize the quilombola toponymic reality in Tocantins, seeking to promote, through the concepts and procedures of toponymic research, the intersection between lexicon, culture, and teaching. The main question in this discussion involves, in fact, a reflection about the onomasiological motivations (linguistic, physical-geographical, cultural, social, historical, etc.) of the names of the quilombola communities in the state of Tocantins. Based on this discussion, we aim to propose a literacy project, approaching the study of the names of quilombola populations, with the objective of expanding the range of information on linguistic, etymological, geohistorical, sociocultural, and anthropological content in the pedagogical practice of teaching the Portuguese language in elementary school. The heuristic procedures of this research will be established on the methodological principles of documental and bibliographical research, as scientific paradigms that substantiate meanings about the quilombola peoples, in accordance with a qualitative approach. To conduct this discussion, the studies developed by Dick (1990. 1992, 1998, 1999, 2004, 2014, 2006), Andrade (2010, 2011, 2012, 2013, 2014 and 2015) and Seabra (2004, 2006, 2015) in the field of Toponymy were considered as theoretical and methodological support; the parametric education documents BNNC (2018) and DCT (2019), as guiding documents and channellers of guidelines and directives for educational practices in schools; and Leite (1991, 1998 and 2001), Arruti (2005, 2017), Lopes (2011), O'dwyer (2012) when it comes to discussions regarding the reality and identities of quilombola peoples. The results achieved pointed out that the toponym acts as a reflection of life and history, allowing a return to the past. The toponyms researched reveals the tight relationship of man (quilombola subject) with the physical-natural space (environment and landscape), in a large sense, as an affective link of the human being with the place, to the point of considering his impressions and perceptions in the naming act. The research also brought to light that there is a significant incidence of compound toponyms and a tendency towards taxonomies of a physical nature, demonstrating that there is a powerful link between the Quilombola name and the natural environment. And, in this context, it was possible to observe that working with toponymy in the context of teaching is an essential and valuable educational proposal, since the student is the protagonist of the teaching and learning process.