ABSTRACT
This chapter provides a brief context of Colombia, its political history, the impact of demographic changes on the population’s literacy processes, the role of teachers, journalists and the media, media power concentration as well as alternatives for information and communication democratization. The coordinates for a regulatory framework are established based on the Political Constitution of Colombia, the General Education Law, the Higher Education Law, the Decennial Education Plans and several technical bulletins. Regarding the institutions and social actors, the distinction between media education, educational technology and pedagogical resources is used to establish which of these experiences are related to the subject matter of this text. Afterwards, the most representative cases of teacher education are introduced, as well as the academic programmes created in the country. Finally, theoretical and conceptual frameworks produced in the country are analysed, and some clues to developing media education are provided.
