In the teaching on Spanish as a foreign language, most resources available are created in Spain and in the United States. Which language and culture do these resources promote? Does a hybrid model work? How authentic is the material we use? Following a multidisciplinary approach based on discourse critical studies (Teun van Dijk), and de-colonial and border thinking (Walter Mignolo, MadinaTlostanova, Mabel Moraña, Enrique Dussel and Homi Bhabha), this study aims at exploring: (1) some soap opera-like stories featured in Spanish language educational videos from North American publishers; (2) the recurrent images used to represent Hispanic communities in those videos; and (3) the presence and absence of ideologies and themes that circulate those territories and covert "social power" over discourse. Specifically, this study investigates whether these representations reinforce and/or reject stereotypes widely broadcast by the media (Moraña). It demonstrates that the educational videos scrutinized do not question prejudiced representations of Hispanic culture, on the contrary, they support and confirm them through a complex network of generalizations, abstractions, omissions, deductions and contrasts.