Regulatory framework and features of interaction between the pioneer organization and the school (1920–30s)
DOI: 10.23951/2307-6127-2026-5-16-25
The process of creation and development of mass children’s public organization in modern Russia actualizes scientific and pedagogical in the direction of searching for the optimal model of its interaction with school. In this study, the solution of this problem is based on the reconstruction of the historical experience of interaction between the pioneer organization and school in the 1920–30s. The chosen research perspective determined the purpose of the article: to systematize the normative bases and features of interaction between the pioneer organization and school in the 1920–30s. Its implementation involves solving the following tasks: to identify the factors that influenced the organizational design and activities of the pioneer organization in 1920–1922; to determine the normative bases of the organizational structure and content of the activities of the pioneer organization in 1922–1930; to describe the interactions between the Pioneer organization and schools in the 1930s. Based on an analysis of Party and Komsomol resolutions, media materials (the magazines “Baraban” and “Pioneer”), and individual speeches by Party leaders, this article examines the specifics of the Pioneer organization’s early years. Factors (the Scout model of detachment organization; the negative attitude toward the new government among a significant portion of the teaching community; the clearly socio-political nature of the Pioneer organization) that determined the content and stages of development of Pioneer detachments, which gradually integrated into school organizations over the period under study are highlighted. This is confirmed in the article by an analysis of the regulatory documents governing the activities of Pioneer detachments in schools. The decisions of the Party and youth public organizations, on the one hand, expanded the influence of the Pioneers and Komsomol in schools, but, on the other hand, attempted to regulate the Pioneers’ time spent engaged in community service and contributed to their involvement in the struggle for a responsible attitude toward learning. It is concluded that by the end of the first period of interaction between the pioneer organization and the school (1920–30), the pioneers became part of the school system, transferring the forms and methods of educational work into the arsenal of their own activities.
Keywords: Pioneer organization, school, Soviet school, education, responsible attitude toward learning, teaching
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Issue: 5, 2026
Series of issue: Issue 5
Rubric: GENERAL PEDAGOGY, HISTORY OF PEDAGOGY AND EDUCATION
Pages: 16 — 25
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