La realidad invisible de las mujeres en los libros de texto de enseñanza secundaria

This article analyzes the presence of women in secondary school textbooks from the dictatorship to the democratic transition in Spain. Based on this objective, a sample of forty textbooks corresponding to the subjects of History, Geography, Language and Literature in the stages of BUP (High School Education) and COU (University Foundation Course) established by the General Education Act of 1970 has been selected. The approach adopted is mixed, combining historical-educational methodology from a perspective of gender, and critical discourse analysis through the implementation of the qualitative software Nvivo version 12. The results obtained indicate two opposing female identity models that underlie the school textbooks of this period: one traditional and the other modern. Both models, built on discourses, images and cultural representations that shaped and articulated the identity construction of the school population.