Traditional Pedagogical Culture: A Humanist Phenomenon of the Tatar Family

The article actualizes the problem of socio-cultural and ethnic identity of the Tatar people and the need to cherish and preserve the traditions of the Tatar family. The authors propose to discuss the practical aspects of the development of ethnic processes and the main directions of increasing the importance of ethnic characteristics in the humanization of social relations and the mission of ethnic positions in human life. Analysis of the literature on the problems of ethnic identity, detailing the characteristic desire of different peoples to support and preserve their own identity, determine both the possibility and the need to emphasize the inimitability and uniqueness of social and humanistic practices of their ethnoculture, taking into account the growth of understanding and comprehension of belonging to their ethnos, i.e. national consciousness and ethnic community. The aim of the research was to study and reveal the dialectical dynamic development of the main directions of the traditional national culture of the Tatar people. In modern conditions of active digital transformations of society, an attempt was made to show creative practices of educating children and adolescents on the basis of careful attitude to the national culture, to the national pedagogical experience, which are represented in family traditions and rituals, in holidays, games and folklore with the help of methods of structured analysis. Based on the interpretation of the research results, the experience of the ethnic system of education in the Tatar family is generalized and its features and socio-cultural humanistic functions are reflected; the essential characteristics of humanization of education in the Tatar ethnos, conveying the phenomenology of traditional pedagogical culture in the conditions of digitalization of socio-cultural processes, are shown; effective cultural and informational exchanges between the educational institution and the family in its ethno-pedagogical space are reflected.