Sérgio Neto is an Assistant Professor in the Faculty of Arts and Humanities at U.PORTO, Portugal.Ana Isabel Ribeiro is an Associate Professor in the Faculty of Arts and Humanities of the University of Coimbra, Portugal.António Gomes Ferreira is an Associate Professor in the Faculty of Psychology and Educational Sciences at the University of Coimbra, Portugal.Luís Mota is an Associate Professor at the Higher School of Education of the Polytechnic University of Coimbra, Portugal.Clara Isabel Serrano is an Assistant Professor of the Institute of Education of the University of Lisbon (IE-ULisboa), Portugal.

• Chapter 1. Introduction: Textbooks Between Scripts and Silences(Sérgio Neto, Ana Isabel Ribeiro, António Gomes Ferreira, Luís Mota and Clara Isabel Serrano).- Chapter 2. Textbook Publishing. Historical Perspectives on the 19th and 20th Centuries in the Light of Current Challenges (Steffen Sammler).- Chapter 3. International Perspectives on School Textbook Policies in the 1930s and the Portuguese Case (Luís Grosso Correia).- Chapter 4. The Spanish Conquest and Colonial Rule in 20th Century Mexican History Textbooks (1894-1972)(Eugenia Roldán Vera and Gustavo López Mateo).- Chapter 5. Comparing Overseas Migration in Present-Day School Textbooks from Three Perspectives: USA, Argentina, Italy (Vittorio Caporrella).- Chapter 6. Perspectives on History School Textbooks in the 21st Century. Cross-examining Views in Portugal, Brazil and Spain (Luís Mota, António Gomes Ferreira and Carla Vilhena).- Chapter 7. In Search of a Shared History Between Brazil and Portugal. A Comparative Study of School Textbooks (20th and 21st Centuries)(Ana Paula Caldeira, Débora Dias and Gisella Amorim Serrano).- Chapter 8. Brazil in Spanish History School Textbooks (Sarah Luna de Oliveira).- Chapter 9. The History Education of Slavery and Race in Post-2020 Europe (Marta Araújo).- Chapter 10. Representations on “Discovery”, Enslavement and Colonialism Through Cabo Verde School Textbooks (Francisco Osvaldino Nascimento Monteiro, Samira Miranda and Víctor Barros).- Chapter 11. The Teaching of Shared Conflicting Views of Iberia in Portuguese Textbooks: Colonialism, Ethnocentrism, and Luso-Tropicalism (Clara Isabel Serrano, Ana Isabel Ribeiro, Nuno Miranda and Sérgio Neto).- Chapter 12. Ignorance of the Spanish Colonial Past in Africa. School Textbooks and Forgetfulness Among the New Generations (Jaume Camps Girona).- Chapter 13. Guinea-Bissau: Imaginaries of a Nation in the Making. Environmental Education, Literacy, and Awareness in the Manuals of the African Party for the Independence of Guinea and Cabo Verde (PAIGC), Before and After Liberation (60-70s) (Julião Soares Sousa and Mélanie Toulhoat).- Chapter 14. The “Different Other” in Argentine Textbooks: Indigenous and Migrant Representations Across Political Regimes (1976-2022)(Graciela María Carbone).- Chapter 15. History and Geography Textbooks in Italy. Representations, Discourses and Practices (Maria Lucenti).- Chapter 16. Conclusion – Towards a New Atlantic Connection in Textbooks?(Sérgio Neto, Ana Isabel Ribeiro, António Gomes Ferreira, Luís Mota and Clara Isabel Serrano).

Sérgio Neto is an Assistant Professor in the Faculty of Arts and Humanities at U.PORTO, Portugal.Ana Isabel Ribeiro is an Associate Professor in the Faculty of Arts and Humanities of the University of Coimbra, Portugal.António Gomes Ferreira is an Associate Professor in the Faculty of Psychology and Educational Sciences at the University of Coimbra, Portugal.Luís Mota is an Associate Professor at the Higher School of Education of the Polytechnic University of Coimbra, Portugal.Clara Isabel Serrano is an Assistant Professor of the Institute of Education of the University of Lisbon (IE-ULisboa), Portugal.

• Chapter 1. Introduction: Textbooks Between Scripts and Silences(Sérgio Neto, Ana Isabel Ribeiro, António Gomes Ferreira, Luís Mota and Clara Isabel Serrano).- Chapter 2. Textbook Publishing. Historical Perspectives on the 19th and 20th Centuries in the Light of Current Challenges (Steffen Sammler).- Chapter 3. International Perspectives on School Textbook Policies in the 1930s and the Portuguese Case (Luís Grosso Correia).- Chapter 4. The Spanish Conquest and Colonial Rule in 20th Century Mexican History Textbooks (1894-1972)(Eugenia Roldán Vera and Gustavo López Mateo).- Chapter 5. Comparing Overseas Migration in Present-Day School Textbooks from Three Perspectives: USA, Argentina, Italy (Vittorio Caporrella).- Chapter 6. Perspectives on History School Textbooks in the 21st Century. Cross-examining Views in Portugal, Brazil and Spain (Luís Mota, António Gomes Ferreira and Carla Vilhena).- Chapter 7. In Search of a Shared History Between Brazil and Portugal. A Comparative Study of School Textbooks (20th and 21st Centuries)(Ana Paula Caldeira, Débora Dias and Gisella Amorim Serrano).- Chapter 8. Brazil in Spanish History School Textbooks (Sarah Luna de Oliveira).- Chapter 9. The History Education of Slavery and Race in Post-2020 Europe (Marta Araújo).- Chapter 10. Representations on “Discovery”, Enslavement and Colonialism Through Cabo Verde School Textbooks (Francisco Osvaldino Nascimento Monteiro, Samira Miranda and Víctor Barros).- Chapter 11. The Teaching of Shared Conflicting Views of Iberia in Portuguese Textbooks: Colonialism, Ethnocentrism, and Luso-Tropicalism (Clara Isabel Serrano, Ana Isabel Ribeiro, Nuno Miranda and Sérgio Neto).- Chapter 12. Ignorance of the Spanish Colonial Past in Africa. School Textbooks and Forgetfulness Among the New Generations (Jaume Camps Girona).- Chapter 13. Guinea-Bissau: Imaginaries of a Nation in the Making. Environmental Education, Literacy, and Awareness in the Manuals of the African Party for the Independence of Guinea and Cabo Verde (PAIGC), Before and After Liberation (60-70s) (Julião Soares Sousa and Mélanie Toulhoat).- Chapter 14. The “Different Other” in Argentine Textbooks: Indigenous and Migrant Representations Across Political Regimes (1976-2022)(Graciela María Carbone).- Chapter 15. History and Geography Textbooks in Italy. Representations, Discourses and Practices (Maria Lucenti).- Chapter 16. Conclusion – Towards a New Atlantic Connection in Textbooks?(Sérgio Neto, Ana Isabel Ribeiro, António Gomes Ferreira, Luís Mota and Clara Isabel Serrano).

Sérgio Neto is an Assistant Professor in the Faculty of Arts and Humanities at U.PORTO, Portugal.Ana Isabel Ribeiro is an Associate Professor in the Faculty of Arts and Humanities of the University of Coimbra, Portugal.António Gomes Ferreira is an Associate Professor in the Faculty of Psychology and Educational Sciences at the University of Coimbra, Portugal.Luís Mota is an Associate Professor at the Higher School of Education of the Polytechnic University of Coimbra, Portugal.Clara Isabel Serrano is an Assistant Professor of the Institute of Education of the University of Lisbon (IE-ULisboa), Portugal.

• Chapter 1. Introduction: Textbooks Between Scripts and Silences(Sérgio Neto, Ana Isabel Ribeiro, António Gomes Ferreira, Luís Mota and Clara Isabel Serrano).- Chapter 2. Textbook Publishing. Historical Perspectives on the 19th and 20th Centuries in the Light of Current Challenges (Steffen Sammler).- Chapter 3. International Perspectives on School Textbook Policies in the 1930s and the Portuguese Case (Luís Grosso Correia).- Chapter 4. The Spanish Conquest and Colonial Rule in 20th Century Mexican History Textbooks (1894-1972)(Eugenia Roldán Vera and Gustavo López Mateo).- Chapter 5. Comparing Overseas Migration in Present-Day School Textbooks from Three Perspectives: USA, Argentina, Italy (Vittorio Caporrella).- Chapter 6. Perspectives on History School Textbooks in the 21st Century. Cross-examining Views in Portugal, Brazil and Spain (Luís Mota, António Gomes Ferreira and Carla Vilhena).- Chapter 7. In Search of a Shared History Between Brazil and Portugal. A Comparative Study of School Textbooks (20th and 21st Centuries)(Ana Paula Caldeira, Débora Dias and Gisella Amorim Serrano).- Chapter 8. Brazil in Spanish History School Textbooks (Sarah Luna de Oliveira).- Chapter 9. The History Education of Slavery and Race in Post-2020 Europe (Marta Araújo).- Chapter 10. Representations on “Discovery”, Enslavement and Colonialism Through Cabo Verde School Textbooks (Francisco Osvaldino Nascimento Monteiro, Samira Miranda and Víctor Barros).- Chapter 11. The Teaching of Shared Conflicting Views of Iberia in Portuguese Textbooks: Colonialism, Ethnocentrism, and Luso-Tropicalism (Clara Isabel Serrano, Ana Isabel Ribeiro, Nuno Miranda and Sérgio Neto).- Chapter 12. Ignorance of the Spanish Colonial Past in Africa. School Textbooks and Forgetfulness Among the New Generations (Jaume Camps Girona).- Chapter 13. Guinea-Bissau: Imaginaries of a Nation in the Making. Environmental Education, Literacy, and Awareness in the Manuals of the African Party for the Independence of Guinea and Cabo Verde (PAIGC), Before and After Liberation (60-70s) (Julião Soares Sousa and Mélanie Toulhoat).- Chapter 14. The “Different Other” in Argentine Textbooks: Indigenous and Migrant Representations Across Political Regimes (1976-2022)(Graciela María Carbone).- Chapter 15. History and Geography Textbooks in Italy. Representations, Discourses and Practices (Maria Lucenti).- Chapter 16. Conclusion – Towards a New Atlantic Connection in Textbooks?(Sérgio Neto, Ana Isabel Ribeiro, António Gomes Ferreira, Luís Mota and Clara Isabel Serrano).