E-learning in Egyptology: collaborative efforts between Portugal and Brazil

Ronaldo Gurgel Pereira; Thais Rocha da Silva

doi:10.5007/2175-7976.2026.e103598

Autores/as

Ronaldo Gurgel Pereira CHAM - Centro de Humanidades https://orcid.org/0000-0002-8457-6220
Thais Rocha da Silva Universidade Federal de Minas Gerais; Harris Manchester College https://orcid.org/0000-0003-0616-1924

DOI:

https://doi.org/10.5007/2175-7976.2026.e103598

Palabras clave:

E-learning, Egyptology, Middle-Egyptian, YouTube, Open Access

Resumen

This article presents the development of an e-learning teaching project focused on Ancient Egyptian language, initially launched as an academic experiment among Portuguese and Brazilian universities. Since 2020, the initiative has expanded into a robust network, culminating in the creation of a digital, open-access anthology of sources. The rise of Digital Humanities has introduced new research possibilities by offering specialized digital tools and methodologies that integrate into Humanities studies. This became particularly crucial during the COVID-19 pandemic of 2020, when universities were compelled to shift classes and meetings to online platforms due to physical restrictions. This transition fostered greater international collaboration and networking. The project key achievement was the production of recorded lectures on Middle Egyptian, delivered in Portuguese and made freely accessible across various platforms. It represents a groundbreaking effort in the digitization of Egyptology resources for Portuguese-speaking students, significantly improving access to academic materials in the field.

Biografía del autor/a

Ronaldo Gurgel Pereira, CHAM - Centro de Humanidades

NOVA FCSH - CHAM - Centro de Humanidades
Doutorado em Egiptologia (Universidade de Basiléia - Universität Basel, UNIBAS, Suiça). Professor Associado na FCSH Universidade de Lisboa, Lisboa, Portugal.

Thais Rocha da Silva, Universidade Federal de Minas Gerais; Harris Manchester College

Doctor of Egyptology (Oxford). Professor of Ancient History, Federal University of Minas Gerais, Faculty of Philosophy and Human Sciences, Department of History, Belo Horizonte, MG, Brazil; Harris Manchester College, University of Oxford, UK; Associate Researcher, Laboratoire ArScAn, UMR 7041, Équipe HASAÉ/CNRS, France.

Citas

Carvalho, M. M., & Funari, P. P. A. (2007). Os avanços da História Antiga no Brasil: Algumas ponderações. História, 26(1), 14–19.

Croxton, R. A. (2021). E-learning in the digital humanities: Leveraging the internet for scholarship, teaching and learning. In S. Dunn & K. Schuster (Eds.), Routledge international handbook of research methods in digital humanities (pp. 384–398). Routledge.

Francisco, G. da S. (2017). O lugar da História Antiga no Brasil. Mare Nostrum, 8, 30–61.

Klein, J. T. (2015). Interdisciplining digital humanities: Boundary work in an emerging field. University of Michigan Press.

Limniou, M. (2022). Educational technology's influence in higher education teaching and learning. MDPI.

Lopes, M. H. T. (2010). Mênfis: O rosto de Apries. Tinta da China.

Moerbeck, G., & Rocha, T. (2022). Da Antiguidade ao mundo atual: As dimensões da História Antiga e os seus públicos. In R. Melo, S. Meneses, & S. Wanderley (Eds.), História pública e ensino (pp. 155–159). Letra & Voz.

Nicodemo, T. L., & Cardoso, O. P. (2019). Meta-história para robôs (bots): O conhecimento histórico na era da inteligência artificial. História da Historiografia, 12(29).

Noiret, S. (2015). História pública digital. Liinc em Revista, 11(1), 28–51. https://doi.org/10.18617/liinc.v11i1.797

Piaget, J. (1977). The role of action in the development of thinking. In W. Overton & J. Gallagher (Eds.), Knowledge and development (pp. 17–42). Springer. https://doi.org/10.1007/978-1-4684-2547-5_2

Pereira, R. G. G. (2014). Gramática fundamental de egípcio hieroglífico. Chiado. (Reeditado em 2016)

Pereira, R. G. G., & Rocha, T. (no prelo). A história de Sinuhé (Papiro Berlim 3022): Tradução comentada.

Pereira, R. G. G., & Rocha, T. (2023). O conto do Náufrago (P. Hermitage 1115): Tradução comentada. Revista de História, 182, 1–91. https://doi.org/10.11606/issn.2316-9141.rh.2023.203376

Pereira, R. G. G., & Rocha, T. (2021). O ensino da língua egípcia clássica no Brasil: Desafios e possibilidades dos recursos digitais. Linha d’Água, 34(2). https://doi.org/10.11606/issn.2236-4242.v34i2p65-82

Rede, M. (2024, September 18). IA começa a decifrar textos antigos: É uma boa notícia? Folha de S. Paulo. https://folha.com/i27nkpbx

Rocha, T. (2019). Brazilian Egyptology: Reassessing colonialism and exploring limits. In H. Navratilova, T. L. Gertzen, A. Dodson, & A. Bednarski (Eds.), Towards a history of Egyptology (pp. 127–146). Zaphon.

Rocha, T. (2014). O sorriso da esfinge: Reflexões sobre o ensino do Egito Antigo no Brasil. In R. Lemos (Ed.), O Egito Antigo: Novas contribuições brasileiras (pp. 279–299). Multifoco.

Rocha, T. (2017). Tropical Egypt: The development of Egyptology in Brazil and its future challenges. In C. Langer (Ed.), Global Egyptology (pp. 161–171). Golden House Publications.

Santos, D. O. (2014). De tablet para tablet: Novas ferramentas para a pesquisa e o ensino da História das culturas cuneiformes na era digital. Revista Tempo e Argumento, 6(12), 212–241.

Santos, D. O. (2019). Ensino de História Antiga no Brasil e o debate da BNCC. Outros Tempos, 16(28), 128–145.

Schuster, K., & Dunn, S. (Eds.). (2021). Routledge international handbook of research methods in digital humanities. Routledge.

Silva, G. J. (2011). Os avanços da História Antiga no Brasil. In Anais do XXVI Simpósio Nacional de História (pp. 1–31). ANPUH.

Silva, S. C. (2010). Aspectos do ensino de História Antiga no Brasil: Algumas observações. Alétheia, 1, 145–155.

Von Seehausen, P. L. D., et al. (2024). Preliminary report on the salvage excavation in the Egyptian section at the National Museum of Rio de Janeiro. Journal of Egyptian Archaeology, 110(1–2), 163–176. https://doi.org/10.1177/03075133241298002