EDUCATION AND UPBRINGING THROUGH SOCIALIZATION OF EVERY CHILD OF THE ARCTIC INDIGENOUS PEOPLES IN THE GLOBAL MODERN SOCIETY EDUCACIÓN Y CRIANZA A TRAVÉS DE LA SOCIALIZACIÓN DE TODOS LOS NIÑOS DE LOS PUEBLOS INDÍGENAS DEL ÁRTICO EN LA SOCIEDAD MODERNA MUNDIAL EDUCAÇÃO E EDUCAÇÃO PELA SOCIALIZAÇÃO DE TODAS AS CRIANÇAS DOS POVOS INDÍGENAS DO ÁRTICO NA SOCIEDADE MODERNA GLOBAL Zoya Semyonovna Zhirkova North-Eastern Federal University – Rússia

At present, Russia is experiencing a revival of national cultures, traditions, and spiritual foundations of its peoples. This determines a growing interest in the issues of education, upbringing and development of a person who is aware of the main norms and values of their people, society and country, has a rich ethnocultural background, a developed identity in the multicultural environment, and a respectful attitude to different cultural values of other peoples that are unique and original. These problems can be solved by means of education. The research goal of this study was to propose and justify the theoretical and methodological foundations for the development of a regional educational space using the pedagogical potential of ethnocultural traditions in the system of education and upbringing through the socialization of every child of the Arctic indigenous peoples. The research objectives are: to solve the problem of upbringing and education through ethnocultural traditions, and to identify ways and forms of their implementation through the socialization of the indigenous peoples

Resumen: En la actualidad, Rusia está experimentando un renacimiento de las culturas nacionales, las tradiciones y los fundamentos espirituales de sus pueblos. Esto determina un interés creciente en las cuestiones de educación, crianza y desarrollo de una persona que es consciente de las principales normas y valores de su pueblo, sociedad y país, tiene un rico bagaje etnocultural, una identidad desarrollada en el entorno multicultural y una actitud respetuosa hacia los diferentes valores culturales de otros pueblos que son únicos y originales. Estos problemas pueden ser resueltos por medio de la educación. El objetivo de la investigación fue proponer y justificar los fundamentos teóricos y metodológicos para el desarrollo de un espacio educativo regional utilizando el potencial pedagógico de las tradiciones etnoculturales en el sistema de educación y crianza a través de la socialización de cada niño de los pueblos indígenas del Ártico. Los objetivos de la investigación son: resolver el problema de la crianza y la educación a través de las tradiciones etnoculturales, e identificar las formas y maneras de su aplicación a través de la socialización de los pueblos indígenas del Ártico. Los problemas de la formación de los pueblos indígenas del Ártico se estudiaron con enfoques metodológicos culturales, de civilización, sinérgicos e interdisciplinarios, que permitieron a los autores explorar ampliamente el fenómeno de la civilización circumpolar (ártica), para fundamentar la necesidad de aumentar el papel del componente etnocultural en la socialización, la educación y la crianza de la juventud de los pueblos indígenas (nómadas) del Norte en las condiciones modernas de la globalización, y para poner de relieve su potencial pedagógico. Se utilizaron los siguientes métodos: investigación de campo, entrevistas, observaciones y pruebas. En el estudio participaron 305 alumnos de tercer y cuarto grado de instituciones educativas rurales; 76 de ellos estudiaron en escuelas nómadas. Los resultados del estudio demostraron una dinámica positiva. Los datos cualitativos obtenidos durante las entrevistas u observaciones pueden utilizarse como base para seleccionar unidades o indicadores al crear otros instrumentos de investigación destinados a obtener datos cuantitativos. La importancia teórica y práctica del estudio está determinada por el hecho de que sus conclusiones y disposiciones pueden utilizarse para la realización práctica del potencial de las tradiciones etnoculturales de los pueblos indígenas del Ártico.  Despite the intensive research conducted by teachers in this area, some issues still require further study. They are the role of the national circumpolar approach in creating a regional space in the territory beyond the Arctic Circle or in the Arctic inhabited by the indigenous peoples (Kefeli, 2013), the concept of the circumpolar world proposed by Gumilev

Materials and Methods
To accumulate and interpret the research results, we used effective data collection tools • Clarity of the organization.
• Compliance of the main parameters with norms and standards.
• Accessibility of goals. Children's inner acceptance of the goal of the upcoming workthat is, their understanding why this should be done, and what result is expected.
• Stability and accuracy of the basic processes and actions of students and teachers.
• Clarity of plans, programs, and schedules implementation, and socio-psychological comfort.
• Safety of workload for students' health.
The work of primary school teachers in rural schools of the Republic of Sakha (Yakutia) was assessed according to the adapted questionnaires developed by Sevruk and Yunina (2003).

Results
Primary school teachers of the areas of Verkhoyansk (94), Oymyakonsky (84), and Momsky (63) were asked to assess the lesson's quality. Table 1 shows the survey resultsthe percentage in the control and experimental groups. The diagnostic results presented in Table 1

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The results indicate positive changes in the intensity of students' cognitive interest: the share of those with strong cognitive activity increased to 40%, those with moderate cognitive activity stayed steady around 57%, and the share of students with weak cognitive activity decreased by 3%.
Thus, having studied the characteristics of learning motivation, cognitive interest, and cognitive activity of primary school students, we identified a higher level of intellectual skills related to information processing, development of students' actions. We studied their practical, conscious, and self-control aspects, the ability to have a consistent assessment of their actions and to support their assumptions.
The results were assessed with different methods: tests, presentations of students' creative works (the topics were chosen by the students themselves), drawings, portfolios, the pedagogical method of "Fantastic Binomial" by Rodari (2011), tests to identify the level of sociability and general knowledge, clarifying conversations with students, teachers, and parents. Table 3 summarizes the results of the study. The survey involved 305 third and fourth graders in rural schools, of which 76 were students of nomadic schools. Assessing the level of their creative works, the experts set the following criteria: the creative level --reflecting the independent use of knowledge obtained from various sources, planning, independent hypothesizing, clearly visible positive attitude of the student, and ability to undertake independent reflection; the advanced level-finding the required information, analyzing it, applying knowledge gained independently from a textbook or other sources recommended by the teacher, hypothesizing with the help of the teacher or others, and ability to undertake reflection; the basic level-choosing from the provided information sources, using a goal and planning activities proposed by the teacher, independent Práxis Educacional e-ISSN 2178-2679 Revista work according to the plan given by the teacher or somebody else, reflection with the teacher's help; the critical level-low psychological readiness for independent, creative work, a superficial presentation of the material that does not reveal the students' attitude towards it, and activity of the reproductive type.
We checked the following independent creative works in the Russian language: students could choose among the topics of "My family," "Our native village," "The reindeer is the beauty and pride of the North," "My Homeland," "Parents' Activities," and "My native

Discussion
Having analyzed the research papers, we showed that the methodological approaches used in this study differ from those characteristic of ethnographic and pedagogical research.
The applied hermeneutic method made it possible to reveal the meaning and significance of the components of ethnopedagogy. Ethnopedagogy was considered not only a way of transferring knowledge and skills, but also a process and result of the nation's cognitive activity. Such an approach allowed Russian ethnographic scholars to go beyond the studied issues and to consider the development of ethnopedagogy through the development of the ethnos, with a focus on the structure of folk pedagogy (Volkov, 2011;Nezdemkovskaya, 2009, Khakimov, 2003. Revista most important motive for learning, which is developed through educational content, methods and forms, the style of activity, atmosphere, and psychological climate of the team.
The developed cognitive interest of students: • activates not only cognitive processes of students, but also their creative efforts in various fields; • ensures a greater concentration of goals and activity methods, stimulates the search for new ones, expands and deepens students' knowledge in the subject area, as well as in more general areas (about the world, mankind, and a person himself), which encourages self-knowledge; • brings a kind of emotional satisfaction, increasing one's motivation to do a certain activity for a long period of time; the formation and development of cognitive interests by teachers with a focus on the activity component of education will ensure the continuity of goals in general education.
Writing creative works contributes to the development of interests, the intellectual growth of students, pride in overcoming difficulties, and most importantly, gives them confidence in their own strengths and promotes further self-improvement. Here one should mention the position of psychologists Ribot (1906) and Meili (1972) who believe that the development of creative abilities requires the improvement of both logical and figurative thinking. It is known that all abilities develop in this activity.

Conclusion
The phenomenon of "circumpolar civilization" implies a change in the role of the

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In this research, we identified and described the ethnocultural component of the content of education and upbringing in the circumpolar educational space of the nomadic peoples of the North that would lead to the changes in: • the content and structure of the learning process in educational organizations throughout the region in the emerging educational network.
• the ratio of basic and additional education (training in a nomadic school, the active use of family and tribal education).
• the role of parents in the educational process (a parent-tutor conducting ethnocultural educational work with children and schoolchildren).
• management forms (state or public: community-based, parental, and local councils).
• innovative forms and means in upbringing and education based on ethnocultural traditions: family, tribal, community education, and national educational activities.
• the teachers training and retraining system.
It was shown that, in the global modern society, the system of education and upbringing should contribute to the socialization of every child of the indigenous peoples of the Arctic.