The general objective of this thesis is to understand toponomastic studies in the scope of Basic
Education, specifically aimed at Elementary School, in the context of what the multiliteracies
approach proposes. Aiming of integrating Toponomastics in the range of contents covered in
the classroom, didactic proposals were elaborated for the development of such work, in
accordance with the essential learning that have been established by the official documents that
guide Basic Education, both nationally, such as the BNCC (2017), and regionally, with
emphasis on DCT - Elementary Education (2019). These didactic proposals involve the reading
and production of discursive genres, which, besides contributing to the development of the
student's competence as a language user, from the guiding axis of the toponym, can lead him to
perceive how it is integrated to the history of the place, leading him to understand the
importance of cultural roots for the constitution of his own identity. The thematic basis for the
development of such proposals were the names of the material heritage assets of the city of
Palmas - TO. The justification for the choice of this toponymic set was the urgent need to carry
out actions aimed at raising awareness about the importance of valuing the history of the
community, fostering, above all, heritage education. In this sense, we defend the thesis that
heritage assets represent for the community much more than undifferentiated spaces and should
be understood as real places according to the prism of Humanistic Geography. Considering the
context of the digital society and the desire to work with place names in elementary school in a
meaningful way, the idea of developing a digital didactic resource based on the names of the
city's heritage places was conceived. From this aspiration, the topomastic software "On the
Heritage Trail" was born, whose idea is to serve as another expedient for the insertion of
Toponomy in the school environment, making the student's experience with the approach of
toponyms more interactive by mobilizing a digital tool in favor of the construction of learning.
As for the methodology, this research is characterized as qualitative, and the inductive method
was used for the construction of the hypotheses in the onomastic descriptions. The research
corpus was collected from official sources in the municipality and consists of seven names of
heritage properties. The motivations for these toponyms were sought in documental and
bibliographic sources and systematized in sheets. The sheet presented was adapted from the
models elaborated by Dick (2004), Faria (2017) and Ferreira (2019). The results point to the
fact that it is possible to develop actions that contemplate the work with the toponym in the
context of Basic Education in agreement with what is laid out in the normative educational
documents. Regarding the names of heritage assets, this work can contribute to the awakening
of awareness of appreciation and preservation of these places, to the extent that students can
recognize them as a framework of their cultural heritage, the essence of what is characterized
as heritage education.
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