The printed textbook is used daily in schools around the world even with the emergence of the electronic textbook. That they remain despite research that anticipated his death. The designer is present in making textbooks, working with other agents, especially in creating an interface between the author and the reader. The designer becomes therefore a mediator agent and a catalyst in the reading of the production of sense of the book. In Colombia, the Rural Education Project (PER) developed educational content for the education of rural children to the media printed and digital textbooks. This dissertation seeks to analyze the graphic design used in both digital format and in print produced for the primary education sector. This is on the assumption that the interrelationship between the imagistic content is incompatible, the graphic designs adopted disregard the competence and skills of the child population of existing rural and demanded by the education segment essential to establish parameters for the inclusion of pictorial elements and to the interrelationship between these elements and the verbal content. This is on the assumption also that teachers, who should act as mediators and catalysts agents of reading, have not developed in their training, skills and expertise to understand the design as an interface between the content and the child. It is understood that the problems occur in both media, which compromises the teaching-learning and increases the gap between education in rural and urban area of Colombia. The aim is to contribute to the reduction of discrimination and exclusion of communities and gender of the countryside, from the reflection about the places of the graphic design in the textbook aimed at specific communities.