Change in the discursive policy of the subject in university education

The authors of the text have designed a problem field of micro-research in the field of education in the context of events and discursive practices that form the phenomenon of educational reality. Education is considered as a relatively independent symbolic universe producing a specific order that has its own interests and is capable of processing external impacts into those acceptable for itself. The communicative interpretation of education is built upon a revision of relations with space/time and the source of educational order production. The space of educational practice is determined by the functioning micro-social relations: participants' utterances, actions and movements, characteristics of the education field being a derivative of educational agents' activities but not reduced to it. This space acts at the moment of educational interaction realization, and upon its completion it is de-realized and determined by the relevant efforts of the participants of educational communication separating itself at the moment of realization from other structures of background knowledge. It is presented as a systemic effect of the interaction of elements of a situation, being sporadic, intervallic, not subjected to the requirements of technological and pedagogical effectiveness. The paper in question presents an experience of discourse analysis at a seminar within the system of enhancing the qualification of the humanities lecturers of the Belarusian State University. The participants were offered to look at several photos. The formulation of the task was: "Please look at these photos and say what you see." The material of the analysis was fragments of the discussion transcript with a focus on certain utterances and their cohesion (learning discourse). The priority in the analysis was the pragmatics of individual utterances and modes of using them. This is a crucial point in the educational reality analysis: the actual participants of interactions are texts with their specific creativity. Discursive behavior is considered as an implementation of a certain discursive policy in education that results in the stability and controllability of learning communication and the subject of education in it. The seminar creates a sustainable social form that minimizes communication risks and guarantees psychological security to its participants. This is a form of accumulating the potential of education - a complex and controversial process related to the change of discursive positions of individual participants and a communication group. М. Foucault links this kind of transformation with "psychologics", i.e. "changing the mode of the subject's existence". In discursive terms, the change of the existence mode in education means a change of relationship with the language. The changes are performed on the level of the language system on the whole and its application practices. The prospect of education development is related to the change of the discourse type, which enables an individual to self-experiment with his/her speech and types of relations with the signs and utterances of other participants of educational events.

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