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This research analyzes the notion that the main international organizations of multilateral character have on the concept of educommunication (media literacy), by means of the correlational extract and analysis of the content of interpretative base of 2.648 information units from 12 organizations, both regional and transcontinental, including the United Nations, the Organization for Economic Cooperation and Development, the Arab League, the International Organization of la Francophonie, the Community of Portuguese-speaking Countries and the Organization of Ibero-American States, African Union, European Union, League of Arab States, Commonwealth of Independent States, Organization of American States, Commonwealth of Latin American and Caribbean States, Union of South American Nations, Association of Southeast Asian Nations, Cooperation Council for the Arab States of the Gulf and Pacific Islands Forum. Regarding the main results, it is evident that 83% of the organizations analyzed, except in the Community of Portuguese Language Countries and in the African Union, the convergence of the educational and communicative context is specifically presented under the terminology “media education”, which influences the formulation of domestic policies through the proposal of incentives and restrictions that affect decision making at the governmental level, alluding to the continuous change and the dynamic construction of identity.