Among the historical and persistent challenges towards the universal promotion of literacy of the Brazilian population, we find those related to public policies in our educational system. What are the factors involved in the decision to formulate a new policy? How does its creation take place? What happens between its publication and its reception in the school systems? There are complexities in these paths to be enlightened, to identify what may contribute to or hamper the realization of those government initiatives to overcome illiteracy -in different degrees, of a substantial piece of the school's public. In this context, the present thesis intended to describe and analyze the creation of the National Literacy Policy (PNA) and the decisory process regarding its implementation in a city's municipal education network. In this regard, we've carried out two separate studies with their specifics objectives: 1) a documentary study, based on the Ecological Approach (BRONFENBRENNER, 2011) that sought to analyze the development of the literacy policy from the description of the team and the formulation activities, in addition to the PNA's parenthetical areas: teacher training, family and production of educational material; and 2) description and analysis based of the Policy Enactment Theory (BALL; BOWE, , 1994BOWE, , 1998, of the proposition process, evaluation and the final decision of the municipal education network of Sorocaba-SP on the interest and feasibility of implementing the PNA, besides the analysis of the role that the Municipal Council of Education played in this decision-making process. The first study dealt with the proposition of a new educational policy, avowedly grounded in the Cognitive Sciences of Reading, a theoretical proposal different from that adopted in previous literacy policies in the national scenario, but also states and municipalities. In the second study, data collection included the selection of official public and academic documents and the participation of twelve Municipal counselors by filling out a form to characterize their education and professional profile and granting an interview based on a semi-structured script. The results were structured through Foucauldian Discourse Analysis, linked to the Policy Enactment. In this sense, the Municipal Board of Education after study meetings and plenary debates made public its position contrary to the implementation of the PNA. The same position was not followed by the municipal secretary of education, however, with the change of municipal government, the decision was reversed. More broadly, the decision taken was also guided by the shared belief underlying the discourse that the PNA is not in line with the conceptions of literacy and literacy reading that underlie the curricular practices and the Pedagogical Policy Project of this educational network, predominantly aligned with the socio-constructivist approach. We conclude that the foundation of the (PNA) National Literacy Policy in the contributions of Cognitive Sciences can significan...