Abstract
This paper analyzes how the black characters are included in Brazilian didactic books, from the analysis of black characters and white present in illustrations of didactic books of Geography for the second level of primary school recommended by Programa Nacional do Livro didatico (PNLD) 2010. The aim was to analyze the outcome of educational policy that seeks to ensure ethnic and racial diversity in didactic books. We use the theory of ideology, proposed by Thompson (1995) for the interpretation of the results. Using content analysis procedures, we work with a sample of nine books. Of the total 3217 characters, 60% were white and 20.6% black. As part of an anti-racist agenda in the educational policies of didactic books, as well as greater participation of blacks in illustrations, how the black is included needs to be revised, because the inclusion can, in some cases, contribute to the stigmatization and racialization of black in Brazil.
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