Українізація загальноосвітньої школи в Україні в 1930-х роках

Abstract

У дослідженні було поставлено мету розкрити особливості українізаційного процесу загальноосвітньої школи в Україні в 1930-х роках. Авторами зазначено, що в 30-х роках ХХ століття почалося розгортання уніфікаційних процесів у системі радянської освіти, поступово стверджувалася марксистсько-ленінська ідеологія в суспільних науках, у тому числі й педагогіці. Почався процес деукраїнізації, який найбільше себе виявив у галузі освіти. У статті визначено, що основними детермінантами, які мали негативний вплив на процес українізації, були дії керівництва СРСР та УРСР, зреалізовані в постановах і розпорядженнях, що ґрунтувалися на ідеологічних засадах тогочасної політики.

The aim of the article is to reveal particular qualities of the Ukrainization process of comprehensive schools in Ukraine in the 1930s. During the article composition the authors used the following research methods to achieve this aim: chronological, diachronic, systematization, analysis of dissertation, archival sources and generalization. Describing the state of Ukrainianization of the general education school in the 1930s, the researchers noted that during this period the unification processes began to develop in the system of Soviet education, and Marxist-Leninism ideology in the social sciences, including pedagogues. The process of de-Ukrainization has begun, that is most evident in the field of education. Major educational regulations were adopted in the 1930s, including such as: “On compulsory general primary education” (25 July 1930), “On the introduction of compulsory general primary education in Ukraine” (23 August 1930), the Council of People’s Commissars of the Ukrainian SSR and Central Committee of the Communist Party (b) of Ukraine “On the Compulsory Study of the Russian Language in Non-Russian Schools of Ukraine” as of April 20, 1938, significantly changed the structure, system of administration and content of school education in the Ukrainian SSR, and at the state level put a period to the process of Ukrainianization. The Ukrainian government performing the decrees and orders of the Soviet authorities was forced to increase the percentage of the Russian language teaching in relation to Ukrainian in general schools. The Russian language has acquired the status of international nationwide language. This tendency, in our opinion, was destructive, that led to regression of the Ukrainianization process in the educational sector in particular. The authors concluded that the main determinants that had a negative impact on the process of Ukrainianization were the actions of the governments of the USSR and the Ukrainian SSR, implemented in decrees and regulations based on ideological principles of that time politics. Prospects for further scientific research may be considering the issue of Ukrainianization of a general education school in the Southern region of Ukraine in the period of progressive tendencies of the Ukrainianization process in 1923-1930s.