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- Gender Representations in Portuguese ‘English as Foreign Language’ (EFL) CoursebooksPublication . Ribeiro, Ana Maria Cruz; Paixão, Maria de Fátima Carmona Simões da; Guimarães, Sandra Carina MachadoThe present research focuses on gender representations in Portuguese EFL [English as Foreign Language] coursebooks adopted between 2015 and 2021 for grades 4, 6 and 9. The research draws on a conceptual framework that integrates gender theory with intersectionality, thus broadening the understanding of gender discrimination with implications on EFL material analysis. Methodological procedures privileged content analysis, qualitatively enriched by specific exemplary cases of subtle stereotyping and intersectional segmentation of the gender concept by ethnicity, age and ability. Findings suggest increased gender parity in terms of visibility of male and female characters in text, image and audio, and fair representation of men and women in mix- gender dialogues and identical opportunities to speak first. Nevertheless, stereotyped representations of male and female characters in action are apparent. Despite authors’ effort to provide equal gender portrayal, evidence shows that gender stereotypes linger on, broadened by intersectional approach. There is an overwhelming omission of disabilities, and also invisibility of the elder, besides reduced Asian and Brown male or female presence. Overall, this research contributes to the broader discourse on gender representation and underscores the importance of critically examining teaching materials for their potential impact on students’ perceptions and identities. It is our belief the emerging findings have implications for curriculum development and pedagogical practices aimed at promoting gender equity and inclusivity in education.