Abstract

The article is devoted to the problematic of design and structure of the educational discourse. The emphasis is on the fact that issues related to empirical research the specifics of educational discourse are not well defined. The author offers interpretation of the concept of educational discourse. The education discourse is defined as communicative event and/or the formation of a complex symbolic, consisting of the codes, frames, scripts, attitudes, social representations, reflecting the relations of power/submission, solidarity/rivalry, and other forms of social interaction and social organization, organizing communication and understanding in the context of value­semantic communication between the actors of the educational process. Includes such forms of educational discourse as a classroom, disciplinary and pedagogical discourse.Describes the features of the application and results of indirect discourse analysis as a method to reaching of the educational discourse, which has heuristic potential in relation to the identification of social effects of the discourse. The conclusion is that the “implementation” in the minds of students of specific terms and concepts of education, in particular, disciplinary and pedagogical discourse, affects the cognitive processes, changing the boundaries of the vocabulary and installed on the understanding of social reality. Those students, who are studying different specialties, are influenced by expert cultures that form different representations of reality.