Introduction. In the domestic practice of education the role of the turning point was played by the 60s of the twentieth century, from that time in the vocabulary of millions of Russian teachers included the concept of “collective creative work”, “evening light”, “school of Komsomol activists”, etc. it was At this time there was a symbolic cultural practice of education and organization of summer recreation of children, reflecting the romanticism thaw in the USSR. It is this tradition faced at the turn of XX and XXI centuries with the realities of market relations, having found a number of value contradictions, putting on the agenda the question of the possibility of using communal pedagogy at the present time. Materials and methods. Basis for historical reconstruction found in dissertation studies the practices of VPL – VDTs “Eaglet”, in scientific, methodological and autobiographical texts, active participants in socio-pedagogical project of the 60s of the twentieth century, personal documents: memoirs, letters, diaries. To describe the active search for new options of working with children in the all-Russian pioneer camp of Central Committee VLKSM “Eaglet” 1962-1966, he applied the method of historical and pedagogical renovation. Research result. Characteristic features of the cultural practice of the all-Russian pioneer camp “Orlyonok” 1962-1966. they were: the implementation in the children’s and adult community of humanistic relations, special relations of cooperation based on goodwill, frankness, support, democracy and a new culture of dialogue, the self-value of originality, improvisation, initiative, creativity, social self-organization enriched by established technological procedures and regulations (collective procedures of goal setting, planning, training, etc., evening light as a technological node. Discussion and conclusions: the scientific novelty and theoretical significance of the article are in the details of the ideas about the communal project of the all-Russian pioneer camp “Orlenok” in 1962-66 as a variant of non-Tatar education, social experiment on the formation of the “island” of the future society within the present, implemented by the social and pedagogical utopia, which gave impetus to a significant number of social, cultural and socio-pedagogical phenomena.