In discussions regarding youth and adult education, in Brazil and abroad, this group's beginning literacy is considered a fundamental process for building a more just and inclusive society. Basic literacy is a necessary requirement for continuing education, the process of acquiring the cultural goods and models of action founded on knowledge, values and practices that are considered legitimate by society. Yet an overview of education in Brazil shows us that quality education for young and adult groups is still a challenge. Given the inherent complexity of the meanings and ways in which basic literacy programs have been implemented in Brazil, the aim of this article is to examine the research done in the area that, in the last decade, has used a socio-historical approach (New Studies of Literacy) to investigate this educational process. We will analyze the ways in which the approach has been incorporated in research, and the consequences of such research for the formulation of policies for the organization of Youth and Adult education programs and for these teachers' education.
Literacy research; State of the art
