The congresses of the tatar teachers in 1917-1918

Dina Abdulbarovna Mustafina; Mariam Rifgatevna Iafiasova; Marina Maratovna Imasheva; Lenar Firgatovich Abzalov; Askar Aleksandrovich Gatin

doi:10.22633/rpge.v25iesp.2.15265

Autores/as

Dina Abdulbarovna Mustafina Kazan Federal University (KPFU), Kazan https://orcid.org/0000-0001-6823-3087
Mariam Rifgatevna Iafiasova Kazan Federal University (KPFU), Kazan https://orcid.org/0000-0002-6809-6411
Marina Maratovna Imasheva Kazan Federal University (KPFU), Kazan https://orcid.org/0000-0002-3602-5213
Lenar Firgatovich Abzalov Kazan Federal University (KPFU), Kazan https://orcid.org/0000-0003-3952-6715
Askar Aleksandrovich Gatin Kazan Federal University (KPFU), Kazan

DOI:

https://doi.org/10.22633/rpge.v25iesp.2.15265

Palabras clave:

Maestros musulmanes, Los congresos de maestros de tartar, Escuela nacional, Educación escolar

Resumen

La urgencia de este problema está condicionada por varios factores. La necesidad de comprender la continuidad histórica y la presentación integral de los esfuerzos del movimiento social y político tártaro después de la Revolución de febrero para modernizar la sociedad musulmana tradicional. Débil desarrollo del problema del movimiento organizado de los profesores durante el período comprendido entre la revolución democrático-burguesa de febrero y los primeros meses del poder de los bolcheviques en Kazán. La necesidad de hacer referencia a los orígenes y la experiencia de la organización educativa rusa para centrarse en el papel social de los profesores en la mejora de la calidad de la educación. El centenario de la TASSR también hace que el tema sea especialmente relevante. El propósito de este artículo es un intento de dilucidar el papel y la importancia de los congresos de maestros en el destino de la educación pública de los tártaros musulmanes de la región del Volga-Ural después de la Revolución de febrero de 1917. El método principal para el estudio de este problema es un enfoque sistemático y de análisis de sistemas, que permiten considerar los congresos de profesores como una de las manifestaciones del desarrollo social de la sociedad tártara en los eventos regionales y nacionales. El artículo trazó las principales etapas del movimiento de maestros tártaros. Concluyó que la modernización sociocultural de la escuela nacional, la eliminación de la discriminación nacional en la construcción de escuelas y la inclusión de las escuelas tártaras en la red estatal deben ser percibidas como el resultado del movimiento social y político de la parte intelectual avanzada de Tatar. sociedad.

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Biografía del autor/a

Dina Abdulbarovna Mustafina, Kazan Federal University (KPFU), Kazan

Associate Professor of the Department of Historical and Social Science Education, Higher School of Historical Sciences and World Cultural Heritage, Institute of International Relations. Candidate of History.

Mariam Rifgatevna Iafiasova, Kazan Federal University (KPFU), Kazan

Master’s degree Student in History of Art.

Marina Maratovna Imasheva, Kazan Federal University (KPFU), Kazan

Associate Professor of the Department of Historical and Social Science Education, Higher School of Historical Sciences and World Cultural Heritage, Institute of International Relations. Doctor of Historical Sciences.

Lenar Firgatovich Abzalov, Kazan Federal University (KPFU), Kazan

Associate Professor of the Department of Historical and Social Science Education, Higher School of Historical Sciences and World Cultural Heritage, Institute of International Relations. Candidate of History.

Askar Aleksandrovich Gatin, Kazan Federal University (KPFU), Kazan

Associate Professor of the Department of Historical and Social Science Education, Higher School of Historical Sciences and World Cultural Heritage, Institute of International Relations. Candidate of History.

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