The main purpose of this paper is to provide a theoretical analysis of the relationship between women and education in the early centuries of Christianity, using a methodological approach that takes into account the complexity of the sources and historical contexts. The aim is to explore the conceptual categories through which this relationship has been interpreted by modern historiography, highlighting its limits and potential. Drawing on interdisciplinary perspectives that combine gender studies, cultural history, and educational theory, this work reflects on the concepts of education, learning/teaching, and transmission of knowledge in late antique Christian contexts. The paper focuses on the ways in which knowledge was passed on and the role played by women within Christian communities, particularly in the third and fourth centuries, both as recipients and as active agents in educational processes. It also examines the intricate and sometimes complex relationships between educational models inherited from the Greco-Roman world and the formative and educational practices promoted by Christianity. In this way, the paper aims to offer useful theoretical tools for a more accurate reconstruction of the role of women in the intellectual formation of early Christianity.