The aim of this research was to analyze a twelve textbook corpus in Spanish (preschool and elementary school) published by Editorial Bruño between 1954 and 2009. The reason for choosing this publisher is because it is considered an impact factor in beginning the production of text books in Colombia. The first and second generation perspective to analyze text books was adopted in order to discover school knowledge in the teaching of the Spanish language. The research was conducted through the method of content analysis within the framework of a qualitative study supported by quantitative elements. The results provided evidence of a conceptual and methodological contribution where aspects such as editing, iconography, structure and content were observed, which in conjunction marked the transition of this educational tool throughout its evolution. In conclusion, no significant changes were found in the knowledge configuration of preschool textbooks, whilst significant changes in terms of design, iconography and content format were observed in elementary school textbooks.