Abstract: The aim of the present article is to analyse the presence and curricular progress of the learning objectives associated with the different dimensions of Media Competence (MC), encompassing the stages of early to secondary education, in the study plans from 18 Latin American Countries: Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Dominican Republic, Uruguay and Venezuela. Through a content analysis of 161 curricular texts, 85 learning objectives were identified associated with eight dimensions of MC. Among the notable findings, there is a trend towards the inclusion of certain dimensions of MC, such as the processes of comprehension and use and adaptation of technology, while other dimensions such as interculturality, received less attention. Also, the curricular proposal from Uruguay is noteworthy, as it distinguishes itself for having the most objectives, being the only country in the region that explicitly integrated Media and Information Literacy. Likewise, a platform is provided that allows policy writers, educators, researchers, and other key actors to access current information on the presence of MC in the curricula of each country analysed.
