Rodrigues, Gabriela RochaOliveira, Elias Bruno Carvalho deAbreu, Julio Cesar de2026-08-182026-08-182026https://repositorio.ifrr.edu.br/handle/123456789/448Communication constitutes one of the main instruments for mediating knowledge in educational contexts. Nevertheless, initial teacher education programs in Language and Literature often prioritize content related to linguistics, literature and language analysis, while devoting less attention to the systematic development of communicative competence applied to teaching practice. In this context, the present article aims to investigate the relevance of communicativecompetence in the education of Language and Literature teachers, reflecting on the possible gap between the linguistic knowledge acquired during undergraduate studies and its application in pedagogical mediation. This study is characterized as a bibliographic research with a qualitative and exploratory approach, based on authors such as Bakhtin, Freire, Habermas, Marcuschi, Tardif, Nóvoa and Antunes, as well as contemporary studies on communication, orality and teacher education. The results indicate that communicative competence should be understood as an essential skill for teaching practice, encompassing aspects such as orality, active listening, argumentation, didactics, nonverbal communication and classroom interaction management. It is concluded that strengthening these competencies during initial teacher education can significantly contribute to pedagogical quality and the effectiveness of the teaching-learning process.pt-BRCompetência comunicativaFormação docenteLetrasOralidadeEnsino-aprendizagemtcc_graduacaoLINGUISTICA, LETRAS E ARTES