COMMUNICATIVE COMPETENCE AS A FOUNDATION FOR THE DEVELOPMENT OF READING INSTRUCTION

Abstract

Communicative competence is understood as the ability to use language effectively in real-world contexts, not merely as grammatical knowledge. In reading, this involves understanding and producing meanings aligned with communicative purposes, audiences, and diverse situations. This approach places the reader in an active role, capable of interpreting, evaluating, and generating appropriate responses to varied texts. Reading ceases to be a purely instrumental task and becomes a social practice with explicit communicative aims. In this sense, this article aims to analyze the influence of communicative competence on the development of reading instruction. To achieve this, a qualitative methodology will be used, based on an essay-type text. The expected outcome is that reading instruction should emphasize intertextual comprehension, the contextual use of language, and the adaptability of strategies. It is not enough to simply decode words; it is crucial to interpret intentions, styles, tones, and discursive resources that foster the competence to participate in multi-sectoral conversations, debates, and written productions. Thus, learning to read is inseparably linked to the ability to converse, argue, and persuade.