There is a sedimented understanding that developing digital abilities is key for today's knowledge society. Accordingly, governments have invested vastly in formal education aimed at developing them. Policies and directives driving this venture need to be examined. Otherwise, their potential risks being thwarted. By means of a post-foundational discourse analysis, six moments central to the political enablement of Chile's State Technical Formation Centres underwent a synchronic heuristic discourse analysis as understood under relational-ontology. These Centres are part of Chile's tertiary Technical and Vocational Education and Training system and were created as a means for the State to regain presence within such a system. Findings show unquestioned facts which lead to the articulation of two prominent myths. Added, two salient discourses are articulated to the myth: education is either articulated with statements that would frame education as a right or with development statements. Furthermore, despite these documents articulating today's world as being driven by information and technological developments, there is no mention, definition or even acknowledgement of digital abilities. Accordingly, the development of these rhetorically articulated indispensable abilities, within these Centres, is left to chance. Findings shed light on how mythification of discourses can lead to hindering consequences.