Transformation of pedagogical discourse against the background of the pandemic

The COVID-19 epidemic has made significant adjustments in various areas of social life, and the format of the educational process has been transformed in the shortest possible time. The article examines the main characteristics of the pedagogical discourse as part of the institutional one, as well as the changes in its course initiated by the COVID-19 pandemic. The essential characteristics of pedagogical discourse and their transformations are described. It is noted that the discourse implemented in educational institutions of higher education integrates the features of educational and scientific discourse, since its clients are future highly qualified specialists in various domains of professional knowledge. The problems associated with different levels of material and technical base of the discourse participants, which negatively affect the quality of the educational process, are considered. The authors note that the pandemic has not changed the ultimate goal of pedagogical discourse, the adjustments have arisen only because of the modification of the ratio of the real and virtual space in which the discourse proceeds. In this regard, the issues of finding new tactics for organizing the educational process, as well as methods and techniques for submitting and controlling the assimilation of educational material, become relevant.