Part of the process of broader research is presented, in which it is necessary to establish a context of comparison between two Latin American nations. They implement educational policies related to human rights and training for social coexistence. It is assumed that the role of international organizations strongly influences the definition of such policies. For this, a comparative analysis is presented between what these organizations dictate and how they are retaken or redefined from two countries: Mexico and Costa Rica. For the analysis, the classic comparative methodology of Bereday (1968) is used. The description is presented based on primary, national and international sources, on the guidelines and policies of educational systems. Human Rights are considered as thematic axis. The interpretation phase is based on the construction of meaning that each country gives to its educational policies. This, considering the recommendations or guidelines of supranational organizations. Finally, the juxtaposition and comparison phases are developed, where the recurrences presented by the Mexican and Costa Rican educational policy documents are identified, considering the supranational guidelines, in order to build hypotheses or inquiry questions. In general, it is concluded that the policies of the countries studied are mediated by supranational organizations and, in turn, in their construction process they go through structural links (Torres, 2004), where each one re-produces its policies based on its sociocultural contexts.