The <i>Syndicat Commercial du Mobilier et du matériel d’Enseignement</i> and the transnational trade of school artefacts <i>(Brazil and France in the late nineteenth and early twentieth centuries)</i>
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The article explores the role of the Syndicat du matériel et mobilier scolaire de l’enseignement in supplying French school materials to several countries, including Mexico, Canada, and Brazil, in order to demonstrate the profitability of a new industry, the school industry, and of a new type of trade, the transnational trade in school artefacts used as didactic resources. It is divided into four parts. The Introduction presents the context in which this commercial activity flourished, favoured by the developments of the second industrial revolution and the new educational guidelines associated with mass schooling and the method of “object lessons”. Next, it characterises the enterprise in Brazil, from the presentation of commercial agents operating in the states of Bahia, Rio de Janeiro, and São Paulo to the identification of the strategies mobilised for the sale and importation from France of school artefacts, conceived as merchandise. In the third part the lens is reversed, and the objective is to examine the ways in which purchases were made by the public education administration in São Paulo. As a final comment, the article reaffirms the connections between the values of capitalist society, consumption practices and the material elementary schooling universe between the late nineteenth and early twentieth centuries.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.004 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it