Abstract
In this article, the author examines the essence of the discursive competence of a social educator. The main tool in discourse is communication. This article is mainly aimed at structuring the analyzed literary research on the «pedagogical discourse», which contributes to a reassessment of its importance for modern specialists. The need to study «pedagogical discourse» is associated not only with its theoretical complexity but also with modern public and state demand. In recent years, Kazakhstan has been assessing the role of a teacher. The prestige of this profession has grown significantly since the current educational agenda sets the task of forming full–fledged, conscious, and responsible citizens of our society. A deep understanding of the «pedagogical discourse» allows modern teachers to expand their professional horizons through the educational process. In order to determine whether pedagogical discourse occupies an important place in the work of a social pedagogue, a survey was conducted and the result was shown. Тhe ability of a social teacher to create the right relationships in his work is one of the main indicators of competence. With the help of discursive competence, the teacher activates his activities and becomes a determining factor in his social growth thanks to his professional competence. Keywords: discourse, pedagogical discourse, discursive competence, communicative competence, social pedagogue.