Since its emergence at the beginning of the twentieth century, Distance Education in Brazil corroborates conceptions of democratization of education. Thus, when dealing with the theme and its legislation, different conceptions of justice, equality, and democratization appear and merge. One of these conceptions is given by François Dubet, who understands democratization of education as a multifaceted and multidimensional concept, which includes massification, equal value of diplomas, equity of access, and other characteristics. To stimulate this debate and considering the conception of democratization’s great importance to reach a more egalitarian society, this work seeks to verify if the Dubetian democratization is present in the legislation regarding Distance Education from 1996 to 2007. To accomplish this goal, readings of Dubet's pre-selected works and of the legislation were made and a comparison between democratization as described by the author and as found in the Brazilian Legislation of Distance Education ensued. While some elements of the Dubetian conception of democratization appeared as massification, internal democracy, and equal value of diplomas, the author criticizes the Brazilian strategy of universalization, which he labels “massification without quality”