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In 2002, Hector Schargorodsky, Cultural Observatory, Faculty of Economics at the University of Buenos Aires, upon the request of UNESCO, a study of cultural profiles professionals in the region. Variations between countries in Latin America, which have incorporated cultural management for their area of professional development, are sensitive in differ on the type of skills to be developed by the manager or promoter of culture, it also recognizes the need to strengthen the links between training institutions and cultural industries that produce goods and services, but particularly emphasizes
"Ultimately, we are on the way towards the professionalization of management in the cultural sector in this transition, the contribution of the university system should become one of the most important factors. Not only in terms of training, but also in the production of information through research. "(Schargorodsky, H., 2003: 10)
On the other hand, in Mexico during the 80's, was established by government initiative the first cultural training program from the Ministry of Public Education (SEP) by the Department of Culture and the Directorate General of Cultural Promoters, known as Plan Cultural Activities to Support Primary Education (PACAEP), aimed at teachers of primary level, but at the insistence of cultural promoters outside the SEP was created alongside the Education and Training Program of Cultural Promoters (Brambila , B., 2011). Thus, it is noteworthy that in Mexico during the past 30 years, the government's dialogue with universities, civic associations and social networks have shaped the conceptual and methodological cultural management "from an academic point of view and not just activist" (Galindo, J., 2011: 24).