Estudo hidronímico dos rios Araguaia e Tocantins: Software Toponímico e suas contribuições para o ensino de Língua Portuguesa

Abstract

The Toponymic studies reveal the cosmovision of certain communities, which can rescue the memory, etymology and value the identity, praise the feeling of belonging and the appreciation of the place, highlight aspects of the trajectory of man in a given territory and reveal important data regarding to the history of human groups. In addition, they make it possible to retrieve information about the trajectory of the communities that inhabited and inhabit a certain region, as well as characteristics of the historical moments experienced by these groups. We understand the link between the study of place names and the teaching-learning process, considering that it is essential for the student to know the reality that surrounds him. In this sense, this research is to problematize the study of the names of places inserted in the context of teaching. We start from the problem of how hydronymic studies, specifically those linked to the Araguaia and Tocantins rivers, can contribute to the teaching of Languages, Codes and Technologies in the final years of Elementary School, considering that the proposal of this work is linked to the use of a Toponymic Software as a technological tool to assist in the teaching and learning process. Therefore, we propose in this doctoral thesis to develop an investigation of the hydronymy of Tocantins, as well as to identify elements for the toponymic work in basic education, especially in the teaching of Portuguese, in addition to disseminating the Tocantins toponymy. It is, therefore, an interdisciplinary work, as it establishes relationships with other areas of knowledge. As a methodological approach, we present a documentary investigation, as well as a bibliographic survey, being guided by the onomasiological plan of investigation, according to the method of onomastic research, so that the research hypotheses raised made it possible to know the specificities of the toponymic denominations analyzed in this study. Thus, the results obtained in this study indicate that working with Toponymy in the context of teaching is a relevant and necessary educational proposal, while the student is placed as a protagonist in the teaching and learning process. Because it allows the student to get to know the rivers of Tocantins, their social, cultural and historical relevance, which translate the marks of their people, their identity through language, as well as involving different knowledge, in addition to highlighting the pedagogical practice, enabling learning of the contents, its adaptation and resignification in relation to the didactic-methodological procedures, moreover, from the access to the Toponymic System available for all the basic education of the state of Tocantins, it will allow significant contributions to the knowledge process.