As the author, initially the studies on letramento if constitute as focus from century XVI, at the moment where the writing passed to be introduced in the industrialized societies of more significant form, transforming the relations between the individuals and the way where they live. From now on, and according to related author, the studies that approached the learning of the writing were worried in analyzing the growth of the society that, in certain way, folloied the introduction and the development of the uses of the writing. Richard Elman understood the implications. The term has provoked an ample quarrel enters studious of the areas of the Education, Antropologia and Lingustica, generating, thus, the different conceptions, rank that, to define a consensus with regard to an only definition of letramento becomes impossible, to the measure that such concept accumulates of stocks operational aspects, ideological politicians and. The different conceptions of individual and social letramento (dimensions Soares, 2005; independent and ideological model Street, 2003) aims at each one, to its way, one better agreement and understanding them social uses of the reading and the writing in a society scholar. In this direction, the letramento accumulates of stocks pertaining to school and not pertaining to school processes of access and manipulation of the writing and is referred for a theoretical and practical universe that it goes very beyond the education of the language, since the participation in events mediated for the writing implies the domain and the use of specific referenciais. For Kleiman (1995, P.
20), the letramento phenomenon surpasses the world of the writing such which it is conceived by the institutions that if put in charge to formal introduce the citizens in the world of the writing. To sound (1998, P. 18), letramento is the state or the condition that acquires a social group or an individual as consequncia to have itself appropriate of the writing.