Abstract
The article discusses the problem of the development of small schools located in the circumpolar territory of the Russian Federation. The importance of education as a factor in the stable and sustainable development of the indigenous peoples of the Arctic region and in general the formation of human capital in this region is revealed. The aim of the article is to create conditions for increasing the ethnocultural education of the indigenous peoples of the Arctic region. Theoretical and empirical research methods are applied: analysis, systematization, generalization based on an interdisciplinary approach in philosophy, pedagogy, cultural studies, regional studies in education; questioning, diagnosis, experimental work on pedagogical modeling. The result of the study is a systematic study of the cultural foundations in education. A holistic model of ethnocultural educational space for general educational institutions of the Arctic region has been created and implemented. The results of the study can be useful for the development of regional educational programs, educational and methodical literature by university teachers, as well as the introduction of ethnocultural experience in educational institutions of the Arctic region.
Highlights
The Strategy for the development of the Arctic zone of the Russian Federation adopted in 2013 outlined the vector of movement included in this zone of territories
In the context of studying the socio-cultural aspect of the Arctic territories, it is difficult to overestimate the importance of the school as the main factor in ensuring the stability and sustainable development of the indigenous peoples of the Arctic region
The scientific and pedagogical community has to solve a number of problems of different directions that are not characteristic of other regions, in particular, the creation of an ethnocultural and ethnolinguistic education aimed at preserving the values of the traditions of the spiritual and material culture of the indigenous peoples of the North
Summary
The Strategy for the development of the Arctic zone of the Russian Federation adopted in 2013 outlined the vector of movement included in this zone of territories. Of great interest is the cultural and educational potential of the pedagogy of the indigenous peoples inhabiting the Arctic territories, the technologies developed over the centuries for life support and maintaining health in harsh climatic conditions are being studied. The study of the education system shows that it functions here in specific conditions, due to regional characteristics. In this regard, the scientific and pedagogical community has to solve a number of problems of different directions that are not characteristic of other regions, in particular, the creation of an ethnocultural and ethnolinguistic education aimed at preserving the values of the traditions of the spiritual and material culture of the indigenous peoples of the North
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