The access to the illustrations and images in the childhood is possible through a countless day-to-day situation (like the presence in TV, cinema, games, mobile phones and books, for example) and all used (un)consciously to teach and pass social and cultural codes. The picturebooks are another tools that influence the viewer/reader (child or adult), but it´s accessibility isn’t so open, since they are expensive because of the costly production (colour printing in high quality paper), if regarding to the number of pages that usually contain (about 32) (Nodelman, 2017, p. 4), and also the access to them depends on the adults (parents, teachers, friends; libraries, bookstores and etc.) (Dias, 2020, p. 15). On the other hand, the textbooks used in the schools are mandatory, regardless the cost, and nowadays are accessible, common and individual objects in Portugal. Designed to facilitate the learning, they are cultural objects and pedagogical instruments (of trust) for a consumer (teachers and students) that allow to study and analyse the educative system through the cultural, educative, political, ideological and curricula choices, since they mark conceptual options in the education. Since their contents are legitimated “in and for” the school (Castro, 1999, p. 189), the study of the illustrations could allow the drawing of thoughts in order to understand codes, messages, views of the world and artistic expressions that are intended to influence their readers/viewers.

Portugal, an old and European country that expanded culturally, geographically and economically in the world since the 15^th century through enslavement of people for the enrichment and the development of an international commerce, designing the colonies in different parts of the world (predominantly in the African coast – like Mozambique, Angola, Cape Verde, etc. – and in the South of America – Brazil) as a form to set and maintain its presence of power, has relations with different races. In the last century, the colonies conquered their independence, but the exchange of cultures and races continued. In the 21^st century, new waves of immigrants came to Portugal to work and/or to study, making part of who the Portuguese are. According to the data of the Organisation for Economic Co-Operation and Development («OECD-Stats: “Share of international, foreign and all students enrolled by field of education”», 2018), in 2018 the students that had chosen Portugal to continue with their studies in higher schools are, for the most part, from the CPLP (Community of Portuguese Language Countries). My main question in this research is to understand how the other ethnicities and races are or are not represented, through the illustration, in the primary textbooks, creating examples of presence/absence of the individual and/or of the groups. The focus will be on the Portuguese textbooks between 1974 and nowadays, seeking to understand:

- how they influence(d) the knowledge about the relation between the other and the Portuguese;

- how can the other ethnicities and races perceive their identities through the primary textbooks;

- and which visual and conceptual differences and similitudes can be apprehended, through the times.

The analysis of the illustrations, supported by authors like Jane Doonan (Doonan, 2008), Maria Nikolajeva & Carole Scott (Nikolajeva & Scott, 2001), Michéle Anstey (Anstey, 2008), Claire Painter, J. R. Martin and Len Unsworth (Painter, Martin, & Unsworth, 2012), and based on my analysis experience in my PhD, will follow the next steps: - Data collection of primary textbooks published since the establishment of the Democracy in Portugal; - Visual analysis of the illustrations regarding the representation of individuals, groups, races and ethnicity; - Textual analysis of the legends or texts associated to the illustrations; - Analysis of the relation between the visual and textual narratives. Other possibilities that could enter in the analysis are: - Analysis of the requirements for the eligibility of the primary school books regarding the aspects of the illustrations; - Analysis of the adoption of the primary Portuguese textbooks in CPLP countries. The choice of the primary textbooks is because of the importance that the illustration has in the teaching system of the childhood. As Duborgel stated, in the first years of learning, the images appear in the books because they have a proximity with the known world of the child (recognition of animals, plants, environment), and with the growing, the books more and more will have more words and less images (until none), because it is intended that the successful student can read (text) without the support of the images (illustrations) (Duborgel, 1995). It is important to state that the primary interest of my qualitative methodology is the analysis of the illustrations, above the text, since they have the ability to “speak” without telling, like the silence can says more than a speech.

With this research my intention is to initiate a drawing about the history of the representation of the 'others' through illustration in primary Portuguese textbooks from the revolution of 1974. Understanding how the presence and/or the absence of identities can affect the awareness of how can each one (student and teacher) has a reflection and active presence in the world. In this communication, I will try to present examples of illustration’s analysis and will try to show how these illustrations can influence the learning, since de the childhood, of the concepts of social and cultural (in)equalities, continuing the same attitudes deliberately.

Anstey, M. (2008). Postmodern Picturebook as Artefact. Developing Tools for an Archaeological Dig. Em L. R. Sipe & S. Pantaleo (Eds.), Postmodern Picturebooks. Play, Parody, and Self-Referentiality (pp. 147–163). New York, London: Taylor & Francis. Castro, R. V. de. (1999). Já agora, não se pode exterminá-los? Sobre a representação dos professores em manuais escolares de português. Em Actas do I Encontro Internacional sobre manuais escolares (pp. 189–196). Universidade do Minho. Centro de Estudos em Educação e Psicologia (CEEP). Obtido de http://hdl.handle.net/1822/539 Dias, M. D. (2020). A [ideia da] morte nos álbuns ilustrados publicados em Portugal no início do séc. XXI. Faculty of Fine Arts of the University of Porto. Doonan, J. (2008). Looking at Pictures in Picture Books. Woodchester OP - 1993: The Thimble Press. Duborgel, B. (1995). Imaginário e pedagogia. Lisboa: Instituto Piaget. Nikolajeva, M., & Scott, C. (2001). How Picturebooks Work. New York: Taylor & Francis. Nodelman, P. (2017). Introduction. Why We Need More Words. Em N. Hamer, P. Nodelman, & M. Reimer (Eds.), More Words about Pictures. Current Research on Picture Books and Visual/Verbal Texts for Young People (pp. 1–17). New York and London: Routledge. OECD-Stats: «Share of international, foreign and all students enrolled by field of education». (2018). Obtido de https://stats.oecd.org/Index.aspx?DataSetCode=EAG_ENRL_MOBILES_FIELDS Painter, C., Martin, J. R., & Unsworth, L. (2012). Reading Visual Narratives. Image Analysis in Children’s Picture Books. Sheffield & Bristol: Equinox Publishing Ltd.