Folk pedagogy and ethnic identity in Central Asian dastans: a comparative analysis of Kyrgyz, Uzbek, and Karakalpak epics
DOI:
https://doi.org/10.1590/1807-0337/e152596Palabras clave:
dastans, ethnic identity, folk pedagogy, family values, mentoring.Resumen
This study examines the ethnic components of Kyrgyz, Uzbek, and Karakalpak dastans and their role in the transmission of cultural values and folk pedagogy. The analysis is based on selected epic texts, including “Manas, “Alpamysh” and “Kyrk Kyz”. The research employs content analysis and comparative analysis to identify key symbols, themes, and representations of ethnic identity across these traditions. The findings demonstrate that, despite differences in lifestyle and historical context, these epics share common pedagogical functions while preserving distinct ethnocultural features. The dastans transmit moral values, social norms, and collective memory through symbolic imagery and narrative structures. The study contributes to understanding the role of epic traditions as mechanisms of cultural continuity in Central Asia.
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