This text approaches international experiences in the schooling process as a new dimension of the contemporary educational reality that marks the upper-class youngsters' schooling trajectories. We discuss results of recent national researches that start to reveal the characteristics of the phenomenon in the Brazilian context. An expansion of the demand for this cultural good is detected among middle-class groups that consider the international dimension of cultural capital as a vital ingredient to the reconversion of their assets. Such family strategies are part of a distinction logic, that is, the reinforcement of frontiers between groups that are more or less provided with economic and cultural capital.
Education and social inequality; Strategies for international schooling; International dimension of cultural capital
