This article reports on an investigation focused on exploring which conceptualizations of slope are pormoted in the Colombian intended mathematics curriculum.The Content Analysis method was used through which two curricular documents were examined: The Basic Standards of Competence in Mathematics and The Basic Learning Rights in Mathematics.As a reference framework, the slope conceptualizations identified by Stump (1999) and Moore-Russo et al. (2011) were used.The results indicate that in primary school functional property and real-world situation conceptualizations are emphasized, in secondary school those of the parametric coefficient and behavior indicator, in high school functional property, real world situation and the conception in calculus.The Colombian curriculum has a marked tendency towards the development of variational thinking.This work provides information about how the teaching of slope is expected in Colombia, results that are compared with what the North American and Mexican curricula provide in this regard, the results can be useful in curricular reforms to anticipate unwanted consequences in learning of this concept.