UNIVERSO VOCABULAR E COMPETÊNCIA COMUNICATIVA NA ATUAÇÃO DOCENTE

This study discusses the vocabulary universe and communicative competence as constitutive elements of teacher identity, emphasizing their significance in pedagogical practices. The objective is to analyze the extent to which these aspects contribute to a coherent, aligned, assertive, and contextually situated teaching performance within school environments. The research is justified by the need to understand language—both oral and written—as a fundamental medium for learning and for the collective construction of knowledge, as highlighted by Freire (1987) and Libâneo (1994). The methodology employed is bibliographic and reflective in nature, grounded in the principles of Freirean pedagogy. The findings indicate that an expanded, critical, and contextually grounded vocabulary repertoire enhances teachers’ communicative competence, fostering more integrated, meaningful, and transformative pedagogical practices. This competence proves essential not only for classroom performance but also for interactions with other key stakeholders in the educational process, including students, families, communities, and professional peers. It is concluded that the vocabulary universe and communicative competence are decisive guiding threads in pedagogical mediation and school dynamics, and should be aligned with teachers’ conduct, practices, and actions.