<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932019000200240</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v24n2a4324</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Democratização ou massificação do Ensino Superior no Brasil?]]></article-title>
<article-title xml:lang="en"><![CDATA[Higher Education in Brazil: democratization or massification?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Maria Ligia de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Instituto de Filosofia e Ciências Sociais Departamento de Sociologia]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>240</fpage>
<lpage>253</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932019000200240&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932019000200240&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932019000200240&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo busca compreender em que medida o Sistema de Ensino Superior brasileiro, que apresentou um notável processo de expansão em relação ao número de matrículas nas últimas décadas, tem oferecido, ou não, maior igualdade de oportunidades educacionais e sociais. Em sentido complementar, visa analisar os possíveis graus de democratização do Ensino Superior no Brasil. O texto explora a estrutura geral do Sistema de Ensino Superior no Brasil, a seletividade no acesso aos cursos de graduação e informações sobre depois do acesso a partir de informações principalmente aquelas disponibilizadas pelo Instituto Brasileiro de Geográfia e Estatistica e pelo Instituto Nacional de Educação e Pesquisa. Como resultado, sugere que apesar de alguma abertura no acesso, características como origem social, raça e sexo ainda são um fator muito relevante na definição da trajetória social. Ademais, há fortes indícios de que algumas características desse sistema poderiam ser, hipoteticamente, lidas como barreiras institucionais e fatores de aumento e não de redução das desigualdades. Estudantes menos favorecidos socialmente (pobres, negros e mulheres) são &#8220;encaminhados&#8221; para os setores e instituições menos prestigiados do sistema de ensino. As evidências nessa direção começam a ser pesquisadas no nosso país, tornando o debate sobre a democratização do Ensino Superior um ponto essencial na construção de uma sociedade melhor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article intends to understand if the Higher Education System in Brazil, which has experienced a remarkable increase in enrollments in the past two decades, offers greater equality in terms of educational and social opportunities than before. In a complementary sense, it aims to analyze the possible degrees of higher education democratization in Brazil. The text explores the general structure of the System of Higher Education in Brazil, the selectivity in access to undergraduate courses, and post-access data. As a result, it suggests that some characteristics, such as social origin, race, and sex, are still a very relevant factor in the definition of social trajectories. In addition, there are strong indications that some of the system&#8217;s characteristics could be read as institutional barriers and factors of increase, not reduction, of inequalities. Socially disadvantaged students (poor, blacks, and women) are &#8220;forced&#8221; to the less prestigious sectors and institutions of the educational system. The evidence in this direction begins to be researched in our country, making the debate about democratization of higher education an essential point in building a better society.]]></p></abstract>
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<kwd lng="pt"><![CDATA[Desigualdades Sociais]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Pobreza]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
<kwd lng="en"><![CDATA[Social Inequalities]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Poverty]]></kwd>
</kwd-group>
</article-meta>
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