Mahamud Angulo, KiraHernández Laina, M. YovanaPereira Henriques, Raquel2025-08-012025-08-012024-03-01Mahamud-Angulo, Kira; Hernández-Laina, Yovana y Pereira Henriques, Raquel (2024). Children in Nature and Society in Spanish and Portuguese School Textbooks from the Transition to Consolidated Democracy between 1965 and 1995. Journal of Educational Media, Memory, and Society, 16(1), 104-129. DOI: http://dx.doi.org/10.3167/jemms.2024.1601062041-6938; e-ISSN: 2041-6946https://doi.org/10.3167/jemms.2024.160106https://hdl.handle.net/20.500.14468/29814La versión registrada de este artículo, publicado por primera vez en Journal of Educational Media, Memory, and Society, 16(1), 104-129, está disponible en línea en el sitio web del editor: https://doi.org/10.3167/jemms.2024.160106. The registered version of this article, first published in Journal of Educational Media, Memory, and Society, 16(1), 104-129, is available online from the publisher's website: https://doi.org/10.3167/jemms.2024.160106.Esta publicación ha sido financiada con cargo al Proyecto de Investigación I+D+i «Individuo, naturaleza y sociedad: Estudio de sus relaciones y representaciones en la manualística escolar de España y Portugal en el último tercio del siglo XX». Ministerio de Ciencia e Innovación/Agencia Estatal de Investigación. Referencia I+D+i: PID2020-115282GA-I00, MCIN/AEI/This article deals with visual representations of children in social and natural science primary education textbooks from Spain and Portugal during the final years of dictatorship, transition to democracy, democratic consolidation, and democracy between 1965 and 1995. It explores ways in which children are addressed and made visible in social and natural environments and what kind of relationships with these milieus are established. With reference to processes of social and political reconfiguration of the individual and society, environmental awakening, the strengthening of children's rights, and the transformation of the design, textuality, and knowledge contained in textbooks, it shows how textbooks contribute to the self-perception and identity formation of children. The results reveal an underrepresentation of those for whom the textbooks are intended, a contemplative social representation, and a shortage of natural spaces.eninfo:eu-repo/semantics/openAccess5312.04 EducaciónChildren in Nature and Society in Spanish and Portuguese School Textbooks from the Transition to Consolidated Democracy between 1965 and 1995journal articleChildrendemocracydictatorshipPortugalsocial and natural milieusocial and natural science textbooksSpain