Academic degree programs in computing in Latin American (LA) countries have been developed following different trajectories and specific national strategies, contexts and traditions. While the definition of each program is locally generally understood, they often show significant differences when compared across countries. These differences might hamper the internationalization flow of students and professionals among LA countries and abroad. Previous initiatives have described a methodology for comparing computing programs in LA based on ACM/IEEE computing curricula recommendations. This paper takes a step forward from earlier initiatives by applying similar methodologies to compare computing degree programs in four LA countries - Brazil, Colombia, Peru, and Uruguay - and by exposing strengths, weaknesses, opportunities and threats for a common understanding on computing curricula in the region.