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This research conducts a study on comprehensive education and literacy, with the objective of analyzing whether the intertwining of these two categories favors the comprehensive formation of the individual in the political and practical context of the Mais Educação Program. In this investigative process, we raise some initial theoretical questions: What is Comprehensive Education? And Literacy? Is a dialogue between these concepts possible? The study presents the theoretical foundations of comprehensive education and literacy and provides an empirical analysis of these concepts. The qualitative methodology includes a literature review of studies by Cavalieri (2004 and 2007), Coelho (2009), Maurício (2009), and Soares (2010), among others, as well as documentary research using the Policy Cycle of Ball & Bowe (2006), based on the studies of Mainardes (2006). The empirical analysis consisted of interviews and observations conducted in the municipality of Mesquita/RJ, seeking to understand how subjects conceive of comprehensive education and literacy in the political and practical context of the Mais Educação Program.