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.

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The relevance of this study is due to the question of the teacher’s worldview culture and ethics formation while nurturing the human capital in the conditions of Northern Russia. The study aims to identify the value foundations that underlie the ethno-pedagogical experience of generations. The study identifies and justifies the origins of the teacher’s philosophical culture and ethics formation and the value foundations that underlie the ethno-pedagogical experience, which ensures the transfer of spiritual and moral experience from generation to generation. The results of the study can be useful for school and university teachers, who can influence the formation of the students’ (future teachers’) ethics and worldview culture. The findings may also help predict trends in the development of teacher training system in modern conditions.    

The article considers the traditional dance art as an important historical source that complements and expands the general idea of the culture of the people. It is noted that folk dances continue to exist in modern society, embellishing folk festivals, bringing a special flavor and originality in the cultural life of the people. The traditions of song and dance art historically exist among the peoples of the North, in particular, among the Evenks. They are presented in the form of various round dances, which are accompanied by singing and its varieties. The origins of the traditional Evenk dances go back to antiquity, when dances and dance elements were included in ceremonies, festivals, games. In the very early stages of the history of the Evenks, dance with singing was a hunting pantomime, in which strength, dexterity, quick ingenuity, courage were revealed. In general, the lexical foundation of Evenk dance art differs in content, character, and manner of performance from the traditional dance art of the aborigines of Yakutia (Evens, Yukagirs, Chukchi, Yakuts). Nowadays, the Evenks have survived the following types of round dance dehvehjdeh, gosugor, dyalikhehr, dyalekhincheh, dyakirde and others. The leading singer-ikehlehn is especially appreciated in the Evenki round dance. He is the main initiator of the dance, gives the rhythm of the singing and improvises the words of the song. The authors of the article consider the current state of the Evenks' round dances, systematize them according to different parameters and analyze the characteristics of songs in round dances.