This essay in no way attempts to completely analyze the main objects of study or even the uniqueness or relevance of the theoretical and methodological imagination that we have designated as the “Latin American academy of communication.” Instead this essay responds to a far more modest concern to describe specific episodes of relevance to our troubled historiography of the Latin American academy of communication, understanding that it definitely can not be understood as an essence but as a story.

The teaching of communication in Mexico has taken surprising directions in recent years. Both a proliferation of different approaches to schools of communication and a decline in the quality of their programs has accompanied growth in the programs. We see this in the most recent statistics generated by the Research Center for Applied Communication (CICA) in its study, “Regional Map of Communication Education in Latin America,” a study sponsored by the Latin American Federation Faculties of Social Communication (FELAFACS) and UNESCO. As an overview of communication education, we present the highlights of the report along with some thoughts about the direction that the teaching of communicationin Mexico has taken.