In this review some ideas about the Common European Framework of Reference for Visual Literacy (CEFR-VL) are critically discussed from a South American perspective. First of all it is observed that the relationship to the visible world should also include nature and ecological issues. As to the concept of 'visual literacy', its linguistic and economic overtones are criticized from the point of view of visual education, as well as for its sociological implications. Finally the notion of competency and sub-competencies are discussed. The origin of 'competency' in an economic and technocratic model of curriculum runs the risk that in visual education the non-measurable might get lost. The CEFR-VL also runs the risk of becoming a rigid, prescriptive format, thus leaving little space for other views. It is hoped for that the professionals in the domain will transform the CEFR-VL into a valuable tool capable of offering multiple ways of seeing. Thus the concept of 'visual literacy' will give space to the notion of 'visual education'. This would be a most welcome metamorphosis of the domain.