Abstract

This study analyzes the characteristics of the episodes of Aprendo TV, prepared by the Chilean Ministry of Education to teach early literacy, in order to explore the assumptions, approaches, or didactic models to which they respond. In order to do this, we conducted an analysis of the first 10 episodes on language aimed at first-grade students. The methodology is qualitative through thematic analysis, with theoretical and emergent categories. The results of this study show that in the design of the episodes there is not a clear and progressive learning path. Learning is centered mainly around the code in a decontextualized manner, going from the smallest units of the language to the more complex units. In other words, from the perspective of the reader, the text-code relationship is not fully explained. Moreover, there are few teaching and learning situations that consider the integrality of the core curricular themes. Finally, the results indicate that the vernacular practices that children, along with their families, develop in their daily lives are ignored. This study contributes to a reconsideration of the guidelines of public policy to teach and approach the process of initial literacy in virtual contexts.