This presentation is based on a research that is being conducted under the Prestige network - Problems of Educational Standardisation in a Global Environment - a project whose Lisbon team leader is Professor Antonio Novoa. It deals with a curricular analysis of Drawing schoolbooks intended for the primary and secondary levels in Portuguese public schools between 1868 and 1935. The main objective of this analysis is to understand continuities but also lines of fracture between school discourses from one level to another. Our analysis has centred on the manuals structure aiming at the identification of the subject matter identity for this particular discipline. On the other hand we want to understand the way in which the school knowledge was inbuilt in learning skills through the several layers forming the learning process. We thus focused, in the first stance, on the legitimation mechanisms and the subjects matters inbuilt in the knowledge discourses and, secondly, on the learning technologies developed to imprint skills on pupils. By learning technologies we want to say the way in which those skills were divided and staged in time-space sequences, speech assemblage and text - image relationships.