<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0872-3419</journal-id>
<journal-title><![CDATA[Sociologia]]></journal-title>
<abbrev-journal-title><![CDATA[Sociologia]]></abbrev-journal-title>
<issn>0872-3419</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Letras da Universidade do Porto]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0872-34192025000200014</article-id>
<article-id pub-id-type="doi">10.21747/08723419/soc52a1</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A universidade que se aproxima. Um novo regime de seleção escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[The Approaching University. A New Regime of School Selection]]></article-title>
<article-title xml:lang="fr"><![CDATA[L&#8217;Université qui vient. Un nouveau régime de sélection scolaire]]></article-title>
<article-title xml:lang="es"><![CDATA[La Universidad que se aproxima. Un nuevo régimen de selección escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hugrée]]></surname>
<given-names><![CDATA[Cédric]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Poullaouec]]></surname>
<given-names><![CDATA[Tristan]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,CNRS lab 7217 Cresppa ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>France</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,French National Center for Scientific Research (CNRS)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>France</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Nantes Université  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>France</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Centre Nantais de Sociologie (CENS)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>France</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>52</volume>
<fpage>14</fpage>
<lpage>36</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0872-34192025000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0872-34192025000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0872-34192025000200014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo analisa as profundas transformações do ensino superior francês nas últimas décadas, centrando-se no primeiro ciclo universitário e na emergência de um novo regime de seleção escolar. Os autores descrevem duas grandes &#8220;explosões escolares&#8221; que alargaram o acesso à universidade, mas também expuseram e reproduziram desigualdades sociais. A partir da massificação do ensino, evidencia-se uma segmentação crescente entre percursos escolares, marcada por fortes clivagens sociais e de género. A proliferação de formações &#8220;profissionalizantes&#8221; e a crescente influência do mercado na definição dos percursos académicos minam a autonomia e a função crítica da universidade. Os autores defendem que, apesar da ampliação do acesso ao ensino superior, persistem desigualdades na apropriação real dos saberes, sobretudo entre estudantes das classes populares. Ao problematizar o papel atual do capital cultural e a sua relação com o capital económico, o artigo propõe uma leitura crítica do desfasamento entre diplomas e conhecimentos adquiridos. Defende, por fim, que uma verdadeira democratização exige uma pedagogia exigente, explícita e inclusiva, com base na apropriação efetiva da cultura escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyses the profound transformations in French higher education, particularly in undergraduate studies, through the lens of a new school selection regime. The authors identify two major "school explosions" that expanded access to university, while simultaneously reproducing and exposing social inequalities. The growing segmentation of educational pathways reveals strong class and gender divides. The rise of "professionalising" degrees and market-driven logic challenge the university&#8217;s autonomy and critical role. Although access to higher education has widened, actual knowledge acquisition remains unequal, particularly among working-class students. The authors offer a critical reflection on the shifting relationship between cultural and economic capital and argue that the gap between diplomas and real learning is widening. By problematizing the current role of cultural capital and its relationship with economic capital, the article proposes a critical reading of the gap between diplomas and acquired knowledge.They advocate for a truly democratic education system that guarantees meaningful appropriation of academic knowledge through explicit, demanding, and inclusive teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article explore les transformations majeures de l&#8217;enseignement supérieur français, en particulier au premier cycle, à travers l&#8217;émergence d&#8217;un nouveau régime de sélection scolaire. Les auteurs identifient deux « explosions scolaires » ayant élargi l&#8217;accès à l&#8217;université tout en révélant et reproduisant des inégalités sociales. La segmentation croissante des parcours scolaires, marquée par des clivages sociaux et de genre, accompagne la montée des formations professionnalisantes et de la logique marchande, au détriment de l&#8217;autonomie universitaire. Malgré la massification, les inégalités d&#8217;appropriation des savoirs persistent, notamment chez les étudiants issus des classes populaires. L&#8217;article propose une lecture critique de l&#8217;évolution du capital culturel face au capital économique, soulignant le décalage croissant entre diplômes et savoirs réels. Pour une véritable démocratisation, les auteurs plaident pour une pédagogie explicite, exigeante et inclusive.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo examina las transformaciones profundas en la educación superior francesa, centrándose en el primer ciclo universitario y en la aparición de un nuevo régimen de selección escolar. Los autores identifican dos &#8220;explosiones escolares&#8221; que ampliaron el acceso a la universidad, pero que también intensificaron desigualdades sociales y de género. La proliferación de titulaciones profesionalizantes y la lógica del mercado erosionan la autonomía universitaria. A pesar del aumento de acceso, persisten desigualdades en la adquisición efectiva de conocimientos, sobre todo entre los estudiantes de origen popular. El texto propone una reflexión crítica sobre el papel del capital cultural en el siglo XXI y su relación con el capital económico. Los autores defienden que la democratización real requiere una pedagogía rigurosa, clara e inclusiva, centrada en la apropiación efectiva del saber académico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Desigualdade escolar]]></kwd>
<kwd lng="pt"><![CDATA[Capital cultural]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Educational inequality]]></kwd>
<kwd lng="en"><![CDATA[Cultural capital]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement supérieur]]></kwd>
<kwd lng="fr"><![CDATA[Inégalités scolaires]]></kwd>
<kwd lng="fr"><![CDATA[Capital culturel]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Desigualdad educativa]]></kwd>
<kwd lng="es"><![CDATA[Capital cultural]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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