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Why women were silenced in the early church

Participation in the course involves completing two steps:

  • 1) Pay the fee of 30 Euros at the link.
  • 2) Enrol by clicking on the red “enrol” button.

Note: Use the same email for both steps of the registration (payment and enrolment).

Enrolment gives you the right to attend the live or recorded classes and receive a certificate from Lusófona University, subject to passing the assessments.

About the Course

The New Testament points to an emerging church with strong female participation. Priscilla, Phoebe, Lydia, Euodia, Syntyche, Tryphena, and Tryphosa are just some of the many names mentioned in the Acts of the Apostles and the Pauline letters. Why, then, were women silenced from the second century onwards? Who were the main advocates of this silencing? Who were the women known and respected in the second century as prophetesses and teachers? Why were their names and stories erased from church history books? In this course, we will recover the memory of women whose theology was seen as a threat to the male authority of the church. Called heretics, prostitutes, and demon-possessed, their writings were destroyed, and their teachings combated. Silenced by force, their history was recorded only by their opponents, but studying them is essential to understanding the historical process of silencing women in the Christian church up to the present day.

Who is it for?

Everyone is welcome to join the course: curious individuals, general scholars and those interested in the history of Christianity, students and professors of religious studies and theology, religious leaders in general, pastors and laypeople involved with the religious/ecclesial field, pastoral agents, educators, and community leaders.

Are there any prerequisites?

There are no prerequisites to take the course, just the desire to learn and openness to dialogue with other participants.

When does it start?

The course starts on 8 June 2024. It lasts for 4 Saturdays, ending on 29 June.

How are the classes conducted?

Classes will be held live on Saturdays at 14h (Brazil) / 18h (Portugal) via the Zoom platform.
Each class will last 1 hour for the lecture, followed by 30 minutes for questions and debates.
Classes will be recorded and made available on the course page for student access.

How is the assessment done?

The assessment is organised into two stages:

  • Completion of exercises for each class (4)
  • Completion of a brief learning report at the end of the module, 1 to 3 pages

The final course grade will be weighted as follows:

Exercises – 40%
Final Report – 60%

The course ends on 29 June 2024.

The final report must be submitted in pdf or doc format by 13 July 2024.


Lesson 1: Female Leadership in the Early Church.
Summary: The role of women as Prophetesses in the early Christian church, controversies over female participation in the church of the first century.

Lesson 2: The New Prophecy – Prisca, Maximilla, and Quintilla.
Summary: The New Prophecy movement in Phrygia, the theology of Prisca, Maximilla, and Quintilla, and their opponents.

Lesson 3: Gnostic Prophecy – Helena, Philomena, Marcellina, and others.
Summary: Prophetesses and Teachers in Rome and Carthage, their theology, and their opponents.

Lesson 4: The Decline of Prophecy and the Silencing of Women.
Summary: The impact of opposition to female prophecy in the second century on the later years of the Early Church.


Lidice Meyer Pinto Ribeiro
Lidice Meyer Pinto Ribeiro holds a Post-Doctorate in Anthropology and History from the University of São Paulo, Brazil, and is a Post-Doctoral Researcher in Globalisation Studies at Universidade Aberta in Portugal. She earned her PhD in Anthropology from the University of São Paulo and holds a Master’s degree in Ethnobotany from the Federal University of Rio de Janeiro/National Museum, Brazil. She is a professor in the Master’s programme in Religious Studies at Lusófona University – Lisbon University Centre and Moriah College, a Researcher at the Centre for Lusophone and European Literatures and Cultures (CLEPUL) at the University of Lisbon, and a Researcher at the Chair of Global Studies at Universidade Aberta de Lisboa (CIPSH). She is also a member of the Institute of Contemporary Christianity (ICC), the Portuguese Society for the History of Protestantism (SPHP), an Evaluator for the Deutscher Akademischer Austauschdienst (DAAD), and various international academic journals.

She has worked for over 20 years with the Mackenzie Presbyterian University, São Paulo, Brazil, coordinating the Postgraduate Programmes in Theology, Philosophy, and Pedagogy, and as a professor in the Master’s Programme in Religious Studies, undergraduate Theology, and other courses. She is a commentator and consultant on religious and anthropological matters in social media, TV, radio, newspapers, and magazines. In Brazil, she has participated as an interviewee or consultant in various specials on the Bandeirantes, Record, Globo, SBT, Cultura, and Brasil Television Networks.

In recent years, she has focused on Biblical Anthropology, with a special emphasis on the study of women in the Bible and Christianity, teaching various courses on this topic. She has published books and articles in the fields of Religion, History, Anthropology, and Ethnobotany. She has conducted research in Rome (Vatican Secret Archives, Archivio Storico di Propaganda Fide, and Gregorian University), Germany, France, Spain, Portugal, the United States, and Brazil.



CLARK, Elizabeth A. Women in the Early Church (Volume 13) (Fathers of the Church). Liturgical Press, 1983.
COHICK, Lynn H.; Amy Brown Hughes. Christian Women in the Patristic World: Their Influence, Authority, and Legacy in the Second through Fifth Centuries. Baker Academic, 2017.
COHICK, Lynn H. Women in the World of the Earliest Christians: Illuminating Ancient Ways of Life. Baker Academic, 2009.
KING, Karen L. Images of the Feminine in Gnosticism (Studies in Antiquity and Christianity). Fortress Press, 1990.
JENSEN, Anne. God’s self-confident daughters – early Christianity and the liberation of Women. Louisville, Kentucky: Westminster John Knox Press, 1996.
KROEGER, Richard Clark; Catherine Clark Kroeger. I Suffer Not a Woman: Rethinking I Timothy 2:11-15 in Light of Ancient Evidence. Baker Book House, 1998.
LITWA, M David. Carpocrates, Marcellina, and Epiphanes: Three Early Christian Teachers of Alexandria and Rome. Routledge Studies in the Early Christian World, 2022.
MACY, Gary; William Ditewig; Phyllis Zagano. Mulheres Diáconos – passado, presente, futuro. Prior Velho: Paulinas, 2019.
OSIEK, Carolyn. A Woman’s Place: House Churches In Earliest Christianity. Fortress Press, 2005.
SILVA, Roberta Alexandrina da. A Participação Feminina no Cristianismo Antigo e a Influência de Paulo no Gnosticismo in SILVA, Roberta Alexandrina da. Mulheres no Cristianismo Primitivo: poderosas e inspiradoras. São Paulo: Fonte Editorial, 2022. p. 331-391.
TORJESEN, Karen J. When Women Were Priests: Women’s Leadership in the Early Church and the Scandal of Their Subordination in the Rise of Christianity. Harper San Francisco, 1995.
VOLO, James M. The Women Who Knew Jesus:: Female Role Models in Early Christianity. 2013
WITHERINGTON III, Ben. Women and the Genesis of Christianity. Cambridge University Press, 1990.
WITHERINGTON III, Ben. Women in the Earliest Churches. Society for New Testament Studies Monograph Series, Series Number 59, Cambridge University Press, 1991.

Diversity in Film & Media

About this course

“Diversity in Film & Media” – Free Massive Open Online Course

Here you can access fourteen modules exploring diversity and introducing ideas on canon formation, media literacy, critical pedagogy, as well as VR, disability, gender, postcolonial, Romani and queer studies.

The MOOC is designed for students of film, media and art study programmes as well as anyone interested to learn more in this field. Film, media and art educators looking for ideas or resources may integrate individual exercises or whole modules from the MOOC into existing curriculum. Also we would encourage you to consider incorporating the MOOC (equivalent to 1 ECTS) in general into formative introductory media education.

Whether you are a student, teacher or staff member of film and media schools, we aim to support developing ideas on how to bring more diversity thinking and actions into art education. Join us on this journey to learn about and engage with diversity in our schools.

Applied Neuroscience in Business

About the Course

Applied Neuroscience in Business is the study related to the influences of this incredible field of knowledge on various sciences. Considering that everything we perceive is a consequence of what our sensory field absorbs from the external environment, understanding how our biology works for thought construction can provide us with important conditions to understand human behavior in various aspects. As long as relational bases are directed from Humans to Humans, the more we know how we function, the greater the chances of positive approximation.


The proposal of this formation lies in the analysis, convergence, and relationship of the set of studies and facts from various fields of science and their impacts through Neuroscience and Psychology, and how their research brings us information on how to align specific strategies for these fields of knowledge, where these actions influence important points of the perception of the Human Mind.

Although modern society has the unprecedented development of Artificial Intelligence as a tool of great support for the vast majority of our activities, making us to a certain extent dependent on this requirement to improve and develop our performance, the fact is that humans still… Design, Humans build, Humans Buy, Humans sell, Humans are at all ends of the business chain… And therefore are the foundation of any relationship.

One of the most important neuroscientists today, Portuguese António Damásio, is the author of a phrase considered one of the great revolutions of our century: “We are not machines that think and feel, but machines that feel that think.”

This phrase presents the fundamental relationship of priority of emotional elements over rationality, in such a way that our rationality inevitably influences emotions, consequently our decision-making, and consequently our behavior.

This formation seeks to navigate through diverse fields of knowledge in order to present possibilities that opening up to new worlds can bring great advantages. In other words, when there is interaction between sciences, new solutions can be brought to light, allowing the opening of doors for innovation and competitive advantages.

Our proposal starts from the premise that interacting with new areas is growing more, it is managing to find and provide a portfolio of more assertive solutions, observed, and built under different perspectives in such a way that it becomes much more complete and effective.

Course Program

Module 1: Introduction

1.1 What is Neuroscience;
1.2 Why it is so relevant to know this field;
1.3 What are the main benefits of knowledge and application of these studies;
1.4 Our Brain, how it all began;
1.5 Our behavior according to our Brain;
1.6 Curiosities about our Brain;

Module 2: Neuromarketing

2.1 What is Neuromarketing;
2.2 What are the main pillars of Neuromarketing application;
2.3 What are the main benefits of knowledge and application of these studies;
2.4 What is Neuromarketing and what it is not;
2.5 Do mental triggers exist?
2.6 Practical tips on how to implement;

Module 3: Consumer Psychology

3.1 What Consumer Psychology is about;
3.2 Why it is so relevant to know this field;
3.3 What are the main benefits of knowledge and application of these studies;
3.4 How our Brain decides;
3.5 Why do we Consume;
3.6 Practical tips on how to implement;

Module 4: NeuroLaw

4.1 What is NeuroLaw;
4.2 What are the main pillars of NeuroLaw application;
4.3 What are the main benefits of knowledge and application of these studies;
4.4 What are the main requirements for the application of Neurosciences in the field of law;
4.5 Sensory limitations;
4.6 Practical tips on how to implement;

Module 5: NeuroLearning

5.1 What NeuroLearning is about;
5.2 Why it is so relevant to know this field;
5.3 What are the main benefits of knowledge and application of these studies;
5.4 The relevance of emotions in the learning process;
5.5 How to get attention;
5.6 Practical tips on how to implement;

Module 6: NeuroLeadership

6.1 What NeuroLeadership is about;
6.2 Why it is so important to know this field;
6.3 What are the main benefits of knowledge and application of these studies;
6.4 Main components that stimulate High-Performance Teams;
6.5 Engagement vs Commitment;
6.6 Practical tips on how to implement;

Module 7: Applied Neuroscience to Communication

7.1 What Applied Neuroscience to Communication is about;
7.2 Why it is so relevant to know this field;
7.3 What are the main benefits of knowledge and application of this study;
7.4 The power of Image;
7.5 Body language – Kinesics – Proxemics – Paralanguage – Taceics;
7.6 Practical tips on how to implement;

Module 8: Neuroscience and Nutrition

8.1 What Applied Neuroscience to Nutrition is about;
8.2 Why it is so important to know this field;
8.3 What are the main benefits of knowledge and application of these studies;
8.4 Why is it so difficult to diet
8.5 How we became humans;
8.6 Practical tips on how to implement;

Module 9: Neuroscience explains…

9.1 Innovation;
9.2 Attention and Focus;
9.3 Anxiety;
9.4 Joy vs Satisfaction;
9.5 How we become Humans;
9.6 Myths about our brain;

Module 10: What Neuroscience can do for us

10.1 Do we really know ourselves?
10.2 What is “Conscious”, “Unconscious”, and “Subconscious”;
10.3 Being Conscious vs Being aware;
10.4 Emotional intelligence;
10.5 We are so alike and so different;
10.6 When the eyes speak;

Target Audience

Entrepreneurs of all kinds – Students – Managers from all sectors


The course consists of 10 modules over 10 weeks.

Course Pace

The course is conducted at the pace of each student (self-paced). The different modules are all made available at the same time.


The course is free. Students who wish to submit the final work for evaluation and access the signed certificate in case of success will have to make a payment of 30 Euros.

Course Certification

Students enrolled in the course can choose to attend the course in two distinct ways:

  • Observer Mode – with access to all content but without the possibility of submitting the final evaluation work and without access to the final certificate.
  • Verified Mode – with access to all content and submission of the final work with access to the final certificate in case of success. Students who wish to do this mode will be able to make the payment. The works submitted by students in the Verified Mode will be evaluated and in case of success, the respective Certificate of Achievement will be issued by Universidade Lusófona – Academia Digital and CICANT.

Students who wish to submit the final work for evaluation and respective certificate in case of success must make a payment of 30 Euros.

The payment of 30 Euros must be made on the following page

Course Direction

Alexandre Rodrigues


Professor and Consultant for 20 years in the fields of development of strategies in Neuroscience applied to business by the consulting company DNA Corporativo.

PhD student in Gamified systems for self-management of behavioral performance with emphasis on applied neuroscience by Lusófona University in Lisbon, Portugal, with an international Master’s degree in High-Performance Team Management by UFRGS / Brazil, HEC / Paris and EADA / Barcelona. Postgraduate and MBA in Business Organization by FARGS Brazil. Graduated in Computer Graphics by CTI in Toronto, Business Administration, and International Trade by Faculdade São Judas Tadeu in Brazil.

Labtec – Knowing how to do it with AutoCAD

Course Edition

2024 – 3rd Edition.


Free course.


The course is done at the pace and hours defined by the student.

About the Course

The AutoCAD Know-How Course was created with the purpose of offering drawing tools to all who want to develop quality technical work. AutoCAD, from Autodesk, is computer-aided design software and has proven to be essential in supporting various areas such as architecture, civil engineering, and many others. From the moment someone feels the need to create a rigorous drawing, AutoCAD becomes essential, and learning this software is not complex. It only requires that commands gradually become familiar and that, as the student learns new commands, they can streamline the drawing creation process. And that’s exactly how the course will be structured, in small video sessions that progressively see their difficulty intensified, aggregated into training stage modules.


With the complete training, each student should be able to create technical drawings and prepare a final result, either for printing on a printer or for assembling parts. The training will show how to achieve these results.


At the end of each module, there is a quiz. Each one is worth 10%, totaling 60%. The remaining 40% will be assigned to the final quiz in module 7.


A completion certificate will be awarded to students who have obtained at least 70% in the final grade.


The course will be divided into 6 modules (plus module 7 which contains only the final quiz) which, in turn, contain short informational sessions. At the end of each module, a quiz will be presented as a summary of the essential commands that have been shown and exemplified. The main objective of these questions is the possibility of recalling the general content of the entire module so that the main stages are recorded.

  • Module 1 – Modeling Commands
    • Session 01 – Getting to Know AutoCAD
    • Session 02 – Getting to Know the Interface
    • Session 03 – Introduction to Modeling
    • Session 04 – Modify Menu Commands
    • Session 05 – Circles and Arcs
    • Quiz 1

  • Module 2 – Modeling Commands 2
    • Session 06 – Openings (windows and doors)
    • Session 07 – Blocks
    • Session 08 – Properties Palette
    • Session 09 – Measurements and Dimensions
    • Session 10 – Paste
    • Quiz 2

  • Module 3 – Layers
    • Session 16 – Layers (what they are, importance)
    • Session 17 – Layers Palette
    • Session 18 – Layer Properties Palette
    • Session 19 – Turning on, Turning off, Freezing, Locking Layers
    • Session 20 – Layer Definitions (MatchProperties command)
    • Quiz 3

  • Module 4 – Support Tools
    • Session 11 – Text
    • Session 12 – Hatch
    • Session 13 – Dashed Lines
    • Session 14 – UCS
    • Session 15 – Three-dimensionality
    • Quiz 4

  • Module 5 – Plotter Preparation
    • Session 21 – Creating New Layouts, Layout Preparation (dimensions, ViewPort)
    • Session 22 – Assigning Scale and Plot
    • Session 23 – CTBs (location and how to create a new one)
    • Session 24 – CTB Properties / Plotting
    • Session 25 – Printing Considerations
    • Quiz 5

  • Module 6 – LaserCut Preparation
    • Session 26 – Preparing file for laser
    • Session 27 – Cutting Layer and Engraving Layer
    • Session 28 – Printing Considerations
    • Quiz 6

  • Module 7 – Quiz


Software installed on personal computer. (in session 01 it is explained how to obtain a student license). AutoCAD Software is available for free for students and employees of Higher Education Institutions. If you are not a student or employee of a higher education institution, you will not be able to access the free license.

Eduplay – Game Development for Educators

About This Course

The Eduplay, Digital Training and Online Learning Community designed for youth workers/educators or practically to anyone who would like to reach impact in their local community/target group utilizing the power of games. The training can be approached flexibly as a common knowledge base adapted to the realities of youth work and focused around serious games and game development providing a wide range of activities corresponding to different learning styles. The materials presented aim to support the learners to boost engagement, learning efficiency and encourage contribution to active citizenship initiates. The overall objective of the training is to spark interest and to better position games and game development as a potential development tool. We hope that you are ready to embrace yourself to explore tips, tricks and good practices from the seven countries of the Youth for Youth Consortium supported by the Erasmus+ Programme!

Course Type

Eduplay is a self-paced course closing with certification. All course content is available now for completion! Throughout the training a practical hands-on approach is being applied, which means that each theory is supplemented with practical examples from the field. In addition, besides the core content presenting the different building blocks, participants are also encouraged to engage in exchanges with their peers in forums, to customize their learning journey via exploring additional activities providing an opportunity for interest based/interactive exploration and last, but not least to reflect on their learning process, which enables that the presented resources are also turned into actions!


Module 1 – Getting Started: the World Behind Games

  • People and games: why do we play?
  • Game essentials: where to start?
  • Ways and approaches to learning through games
  • Games in youth work: application, challenges and practices
  • Assessment + Reflection

Module 2 – Becoming a game architect

  • What makes a game great?
  • Becoming a game explorer – wander around the different types of games
  • Becoming a game-architect- explore the MDA framework
  • Becoming a game changer- develop learning goals and objectives
  • Assessment + Reflection

Module 3 – Creating the collaborative paths

  • Game Development and Game Design
  • Understand the steps and principles
  • Participative application, interactions
  • Transforming problems and generating solutions
  • Assessment + Reflection

Module 4 – Giving meaning to create engagement

  • Instructional Design Insights – THE WHAT
  • Games and basic psychological needs – THE WHY
  • Introduction to the flow theory – THE HOW IN THEORY
  • Learners engagement (in games) – THE HOW IN PRACTICE
  • Assessment + Reflection

Module 5 – Storytelling

  • Introduction to storytelling
  • World building blocks
  • The Journey of a hero
  • Stories for growth



Within each module sections are constructed in the following structure:

  • 30 mins – Core content: interactive audiovisual materials including key concepts, explanatory videos, interviews and quizzes gathered or prepared by active youth workers.
  • 30 mins – Forum: theme specific questions/ game developer challenges to prompt discussion, exchanges and sharing ideas. To open the discussion thread you will need to click the question/ title.
  • 30 mins – Additional Activities: eg. further readings, videos or games.
    Choose the ones that spark your interest and enhance your actual activities!
  • 30 mins – Reflection Journal: key takeaways and call to action for formulating a personal action plan.
    Find a separate document at the end of each module – suitable for printing and offline completion.

Completion Criteria

At the end of each module you will also find Final Assessment. You can earn a certificate by following at least the core content of each section and completing the final assessments at the end of each module.

This way the course can be completed on a fast track, a total of 10 hours devoted (5×2 hours/module + assessment).

The full experience and immersion take 40 hours including forums, additional activities and reflection journaling.

Learning Outcomes

By completing Eduplay you will be able to:

  • Articulate your own approach around the application of games in educational context.
  • Understand the essential elements of game development and key concepts around the power of games, gamification, game-based learning and serious games.
  • Identify practices how games could be exploited to spread or reinforce values in communities and society.
  • Recognize different frameworks that constitute learning efficiency and opportunities that empower youth participation and encourage creativity.
  • Connect your personal learning goals and widen your professional network via exchanges.

Thank you for joining us on this learning adventure….
We are happy to hear from you and see you actively engaging!

To learn more about the Youth4Youth project consult our site or contact us: and!

Course Staff

Carla Sousa

Carla Sousa has a Bachelor’s Degree in Psychology, a Master’s Degree in Clinical and Health Psychology, and a Post-graduate degree in Applied Neuropsychology from Lusófona University. PhD student in Communication Sciences in the same university, she is part of the Centre for Research in Applied Communication, Culture, and New Technologies (CICANT) and was invited assistant professor in the Bachelor’s Degree in Videogames. Carla published several papers as an author and co-author in peer-reviewed journals, and has done communications in national and international conferences in the field of communication, media, and game studies. She was part of several national and international funded projects in the field of games, game-based learning, and media education. Carla has also been involved in the organization of scientific events and in referee activities.

Carmine Rodi Falanga

Carmine Rodi Falanga is active in international youth work and training as a freelance trainer, author and consultant since 2005. He has worked for a number of public organization and agencies, including the National Agency for Youth in Italy, Ireland, Czech Republic, Slovenia, Austria, Belgium; SALTO PI; SALTO Eastern Europe & Caucasus; plus several regional and public government agencies. Carmine is an accomplished author and editor of publications, in Italian and English, who in the latest years has been spefically focusing on Game Based Learning as an active methodology for learning. He he has delivered training on this subject, the most recent experience being : Games of Nature (Spain), Games for The Goals (Ireland), Game of Trainers (Italy), Game On (Estonia). He has consulted for the development of educational games, as for Development Perspectives (Ireland, 2019); INEX (Czech Republic, 2018), Green Gaming (Tenerife, Spain, 2015), Ludika (2009-14), the Eurodesk Italian Network.

Mafalda Morganti

Mafalda works as a trainer and (graphic) facilitator in the field of non formal education since 2010, specializing in national and European youth work. Throughout the years, beside the Youth field, she gained experience also in the fields of School and Adult education, working on behalf of a wide range of organisations, from small, grassroots level NGOs, up to well established international organisations, or public bodies such as National Agencies for Youth or SALTO Training and Cooperation RC. Her work as a trainer focuses mostly around the areas of personal development, creativity, communication and community building. Her approach is based on engaging methodologies spacing between applied storytelling, improv theatre, creative writing and game-based learning – especially EduLARP (Live Action Role Playing).

Ioannis Brouzos

Ioannis has a Barchelor’s Degree in Physics, completes a Master Degree in Didactics of Science and has a PhD in Physical Sciences. He also holds a diploma in Piano and Music Theory. He has worked for several years as researcher and as game designer for educational games in Challedu-inclusion|games|education, an NGO that pioneers game based solutions for vulnerable groups and educational material. He works also as a science teacher in public schools and has implemented and participated in several game-based workshops and festivals in Greece. Examplarily he has codevelopped the board and digital games “Female Legends of Science”, “Female Legends of Youth Innovative Entrerpeneurship (FLYiE)”, “CSR manager” and noumerous game-based classroom activities. He has also worked in over 20 EU-funded projects of Challedu as manager and game designer.

Asimina Brouzou

Asimina has studied Architecture in National Technical University of and holds an MSc in Advanced Sustainable Design from University of Edinburgh. Asimina started her carreer as an educator in Interior design and designer in architectural offices. Her belief in the power of education and her motivation to create irresistible playful learning experiences led her to co-found “Challedu – inclusion | games | education”, an organization that pioneers in research and development of game-based methods for education and inclusion.Through her work in cross-sectoral projects with national and European partners, she has succeeded to empower people with disabilities, refugees, 3rd age people, NEETs, young people, students, educators and professionals etc. Some examples of the projects she has developed and implemented are “ID GAMES” for inclusion of people with intellectual disability, “INSPIRE” for empowering young people in entrepreneurship, “GOLD” for exchanging good practices on 3rd age people, “Small Buddies” for educating on SDGs and “FemSTEAM Mysteries” for motivation of young girls towards STEAM studies.

Konstantina Iakovou

Konstantina has studied Architecture in Aristotle University of Thessaloniki and hols an Msc in Strategic Product Design from International Hellenic University. She is currently a Phd candident in Aristotle University of Thessaloniki in Dementia Friendly Environments. She also hols a degree in Piano and music theory. She has participated in various research programs (national and EU funded) as a research assistant since her undergraduate studies. Since 2006 has been involved in architectural design for people with disabilities. Her work as a trainer and reasearcher in Challedu – inclusion | games | education focuses on the fields of entrepreneurship, female empowerment, intergenerational activities among young and old aged people as well as raising awareness about udnerpriviledged groups.

Judit Kriska-Jambor

Chari Cámara, graduated in Fine Arts from the University of Murcia (2014), is an art educator and illustrator who is an expert in storytelling (narrative maps and graphic reporting) and board game design. She is the creator of Mekiplay game brand and president of the LaTransEducativa association. In her projects she uses storytelling and maps to articulate experiences where ritual, relationship with nature, sound and symbolic play guide us towards a meeting space where the restless explorer can return to be free with and in relation to the other. Her vision proposes a new way of relating to our environment from observation and play in everyday life. Transfer and meeting spaces that inspire and excite a conscious and eco-sustainable citizenry. She has worked as a mediator, facilitator, designer of didactic, methodological and graphic materials for Team labs, Pedagogías invisibles, la casa del Lector and MUPAI in Madrid, the contemporary art center La Conservera, Oika, La Trans Educativa, Babaluca, pAULA project , La Postiza, Much more May, the cultural center of Espinardo, the team of attention to diversity in High Capacities and the Institute of Development in Murcia.

David Vicente

David Vicente is a music teacher and is graduated in Fine Arts from the university of Murcia. His expertise field is around creativity, audiovisual and visual leteracy. He is a member of the board of La Trans Educativa and works with social exclusion on inclusive projects, on participatory art projects involving the community and he is a art teacher for the general department of diversity care and educational quality of the region of Murcia, where he works with high capacity children from middle to secondary school.

Anna Pękala

Anna Pękala is a team leader, tutor and mentor at the Free Democratic School Bullerbyn in Poland. She is the director and pedagogical supervisor of Ronja Primary School and Astrid High School, associated with the Bullerbyn Foundation since 2010, graduated from the Bullerbyn Educators’ Academy, currently a trainer of future mentors and tutors. Certified teacher, highly experienced pedagogue, certified psychoeducational trainer, certified social reintegration trainer, scouting instructor since 1999, historian. She is one of the pioneers of democratic education movement in Poland, shaping the Bullerbyn democratic school project from the beginning. Her significant contribution to educational paradigm change is creating the concept of “a scientific conference” which is an event reinforcing learning, sharing knowledge and gaining feedback – that replaces the knowledge-checking exam. She collaborates with democratic schools in the USA and Israel, and participated in international conferences on democratic education in Finland, Greece, Israel and Ukraine (EUDEC, IDEC).

Karolina Ufa

Karolina Ufa is an educator, facilitator and NGO worker specialised in storytelling. She has been working with traditional and digital storytelling since 2017, implementing and coordinating a number of local and international workshops addressed to young people with fewer opportunities and fellow youth workers interested in exploring the method.

Olga Kulesza

Olga Kulesza is a mentor and tutor at the Free Democratic School Bullerbyn in Poland, educator, activist. She coaches youth to develop social projects and achieve their developmental goals. For the past 6 years she has been engaged in democratic schools’ movement in Poland, was a member of a democratic school founding team, established and led a Montessori classroom. She is experienced in working with groups of children and youth in a non-directive, person-oriented approach. Former board member of AIESEC Warsaw University, AIESEC Rabat in Morocco and ZIMBA Association in Warsaw – engaged in managing and coaching of projects and events, focusing mainly on social and cross-cultural issues. Participant of numerous international conferences in the field of education and development (EUDEC, IDEC, AIESEC, TEDx) and study tours in schools in Finland and Denmark. Loves to play board games, and to use games as a developmental tool.

Filip Sikorski

Filip Sikorski is an alumnus and a recent high school graduate of the Free Democratic School Bullerbyn, currently studying psychology at the Social Academy of Sciences in Warsaw. He has been playing leading RPGs since he was ten. His main interests are all kinds of games, role playing and psychology. His favourite creations of pop culture are J.R.R Tolkien worlds and the whole universe of “World of Darkness”.

Maksymilian Sawiński

Maksymilian Sawiński is in his last year of high school in the Free Democratic School Bullerbyn. He loves and spends most of his time drawing – on paper and on the computer. Started playing RPGs at the age of 15, and since then has been mostly playing as a player, but aims to become a game master soon. His plan for the future is to study in the Academy of Fine Arts in Warsaw. His dream job would be writing stories for comics, series, and cartoons. His hobbies include writing stories, drawing, painting and playing various video games. He admires many genres of comics, from Marvel’s, DC’s to manga. His favorite games are Shovel Knight, Terraria, League of Legends, TF2 and Binding of Isaac: Rebirth.

Tytus Czyżewski

Tytus Czyżewski is an alumnus of the Free Democratic School Bullerbyn, currently studying in the Academic High School at Polish-Japanese Academy of Information Technology. He loves to play RPGs, improvise and talk about life. He has been playing PRGs since the age of 9. Except that, he writes movie scripts and he is currently involved in designing a computer game with his friends. He personally enjoys games in which story plays the biggest role. On his list, you can find: Life is Strange, Detroit become Human, Hollow Knight, and NieR Automata.


Cooperativa Sociale MUOVIMENTE

Cooperativa Sociale MUOVIMENTE is a non-profit organization based in central Italy in the city of Viterbo. Since its foundation in 2007, the organisation has based its activities on the methodological approach on non-formal education and experiential learning, focusing primarily on designing and promoting opportunities for European mobility, international volunteering and training for both young people and adults. The main aim of the organisation is to bring people closer to Europe by effectively bringing Europe into their daily lives. In fact, all the learning opportunities designed and offered by Muovimente, thanks to the support of the European programmes, are strongly rooted in the local community while actively supporting and promoting an active and European citizenship. Throughout the years the organisation has developed a rich and diversified expertise in the use of applied storytelling and serious gaming for educational purposes in different fields, from communication to creativity, social engagement, personal development, community building and beyond.

Lusófona University

Lusófona University is the largest private university in Portugal, integrating 10 HEI in Portugal, Brazil, Cape Verde, Mozambique and Guinea-Bissau. It has a student body of more than 10000 students and 1500 teachers and it is structured around 9 (nine) Schools that constitute the main institutional unit and offer 44 undergraduate Degrees, 45 Master Degrees, 11 PhD’s programs and 42 Post-graduation courses. Besides this, the university offers a large number of vocational and continuous training courses accordingly with the life-learning development paradigm. The University has a large experience in research and project management of European and international projects and will participate in the project with one of its 12 research units. CICANT – Centre for Research in Applied Communication, Culture, and New Technologies, from the School of Communication, Architecture, Arts and Information, promotes theoretical and applied research on all its subject areas: New Media and New Technologies; Organizational Communication; Arts and Visual Culture; and Cultural and Media Studies. The centre gives focus to knowledge transfer and exchange with industry and similar centers in Portugal and in Europe at the cross of media, arts, culture and technologies.


CHALLEDU- inclusion | games | education is a non-profit organization that pioneers new models of learning, inclusion and engagement. CHALLEDU is one of the leading R&D experts in game-solutions for education and inclusion. Our team designs and implements playful experiences, games, formal and non-formal educational programs, tools, platforms and applications based on cross-sectoral, interdisciplinary approaches. We focus on 2 main sectors:
The projects in this sector focus on inclusion and empowerment of marginalized groups, such as people with disabilities, people with health problems (i.e. dementia), older people, NEETs. The aims are: social inclusion, improved employability, development of skills and competencies, advocacy. The emphasis is given to create environments where people with different abilities, cultural backgrounds and skills, and different generations can interact with each other.

We see education as a driver for positive societal, environmental, and innovative change. The projects developed in this sector focus on the promotion of entrepreneurship, STE(A)M education, civic and active citizenship, environmental challenges and agriculture, culture, and sustainable development. Our target groups include young people, adults, students, trainers and educators, professionals and institutions.


Innovaform Nonprofit Ltd. is an Education center. In the fast changing world we have to keep track of the changes and innovations in education as well. We do believe in its priority and values. Our organization is involved in local and international trainings both in formal and non-formal education. Our experts are mostly involved in the development of life skills (also called soft skills) for all kind of learners. Not only young adults or learners in higher education but also to professinals in the business sector. We are as well involved in different international projects that build perspective in the education sector. Being engaged in the development of life-skill curricula we have developed 12 online modules for soft skill development in e-work, and also 6 modules for skill development in the veterinary sector. Our stuff is highly dedicated to innovative educational approaches and we do our best to be lifelong learning educators.

La Trans Educativa

Is an association formed by artists and educators focused on promoting and supporting sustainable development and social cohesion through innovative methodologies that apply gamification in formal and non-formal education. The team is awakening ecosocial responsibility and cooperative citizen participation through artistic practices and sustainable projects with an ecological and social starting point.

Fundacja Bullerbyn na rzecz wspólnoty dzieci i dorosłych

The Bullerbyn Foundation has over 14 years of experience in creating programmes that support harmonious development of children and youth with respect for their dignity and trust to their needs. It’s one of the leading organisations of a social movement for change in the field of education in Poland. Bullerbyn associates and supports growth of educators and parents who are passionate about alternative educational methods and humanistic pedagogy. Since 2012 it runs a free democratic school called Bullerbyn, based on the culture of equality, shared responsibility, respect, trust, tolerance, collective decision-making, community building and self-directed discovery. Games and game development processes are widely present in this broad learning environment.