Dynamics of the normative foundations and institutional mechanisms of the policy of patriotic education in the subjects of the Russian Federation (on the example of the Finno-Ugric Republics of the Volga Federal District)

Introduction. In the policy of patriotic education in Russia, despite its undoubted relevance due to the increase in modern challenges, an insuffi ciently high degree of institutionalization remains. It manifests itself, among other things, in the normative plane. The positive activity of the subjects of the Federation in this area can reduce existing vulnerabilities and gaps. The study was undertaken in order to identify the specifi cs of the process of institutionalization of the regional level in the fi eld of patriotic education on the example of the Finno-Ugric republics of the Volga Federal District.
Materials and Methods. The main sources are normative legal acts and conceptual and strategic documents of the Russian Federation and the subjects of the Federation, materials from the offi cial websites of the Plenipotentiary Representative of the President of the Russian Federation in the Volga Federal District, offi cial websites / portals of public authorities of the Finno-Ugric republics-subjects of the Russian Federation within the Volga Federal District, data from information and legal and reference systems. The main methods are comparative, synchronous and diachronic analysis, qualitative analysis of documents, decomposition and case study.
Results and Discussion. A set of documentary sources in the fi eld of patriotic education is analyzed. The progress and results of the process of its legislative institutionalization in the subjects of the Federation since 2010 are shown, the time intervals at which the peak values occurred are highlighted. The peculiarities of the participation of the Republic of Mari El, Mordovia and Udmurtia in this process are emphasized. A comparison of their normative legal acts, conceptual, strategic and program documents in force at the present stage, as well as a retrospective comparison was carried out. Special attention is paid to the study of the historical and patriotic component of normative and programmatic guidelines, ongoing projects and activities at the republic level.
Conclusion. The experience of the Republic of Mari El, Mordovia and Udmurtia is assessed as constructive and consistent with current trends in the process of institutionalization of the policy of patriotic education on a nationwide scale. The revealed variability of their approaches and practices in historical and modern perspectives is quite moderate and does not imply a deterioration of the situation in the future. At the same time, their further improvement and elimination of detected vulnerabilities are required.