Discursive space of educational environment of the university

The concept and phenomenon of discourse as a social phenomenon has been of interest to researchers-methodologists for a long time. The diversity of opinions and approaches to definition also contributes to the development of modern discourse theory. In the formation of social institutions, discursive characteristics take on a new meaning and are modified for individual participants in the communication process. We propose the author’s definition of the term “pedagogical discourse”, which is understood as the process of communicative-speech interaction of communicants, carried out in order to achieve certain pedagogical goals that contribute to the socialization of the student in society. We also propose the author’s interpretation of the term “educational discourse”, which is a set of educational and methodological techniques aimed at increasing the level of training of participants in the formation of the communication process between the teacher and the student. We present a model for the formation of the discourse space of the educational environment of the university, represented by three types of discourses – pedagogical, educational and academic. The interrelation of discourses among themselves determines the structure of the discourse space and involves the creation of educational-pedagogical, academic-pedagogical and educational-pedagogical discourse. Each of the types of discourse serves a specific purpose. The work also explores and analyzes the existing definitions of discourse space. We bring the following definition of discursive space – a complexly organized structure within a social institution, in the center of which is an individual producing discourses interconnected with each other taking into account linguistic and extralinguistic norms and sociocultural implications.