Some researches revealed that the question of the social integration and the citizenship were implying several paradigms, which coexist with one dominant in each type of society. Both extremes would be : on one side, the American paradigm of the "Specialisation", linked to a neo-liberal view of the world and, on the other side, the French paradigm of the "Solidarity", inherited from Durkheim (Cousins, 1998 ; Zay, 2004). Education is crossed by those paradigms since it is not only an integral part of the Society, but also because it is an initiative place striving for correcting the system itself. The hierarchical structure of American universities can be compared with the division of the French system between : universities - which propose low cost studies without numerous clausus-, and "Grandes Ecoles" (prestigious higher education institutes) or "Ecoles" specialized in Executives training, such as business schools, - both with high fee-paying and competitive entrance examination- . Aren't those "Ecoles" they a neo-liberal enclave inside a system claiming "Solidarity"? According to the last researches of the French Ministry of Education, their students are mostly from favoured backgrounds and this for the past 20 years.However, it seems that those trainings of elites tend to open themselves to people coming from less favoured backgrounds (creation of social or humanity projects, programmes like "A "Grand Ecole" why not me?", for exemple). Indeed, the Administration Committee of the "Institut d'Etudes Politiques de Lille" (Institute of Political Studies of Lille, called Sciences Po) taking example on the one of Paris, has just voted new measures facilitating the entry of students located in deprived socio-economic areas. The communication aims at studying with a comparative approach the sense and the role playing in such initiatives in France, within the European Union context, and this, in order to check three hypothesis : - The French educational system is placed in a "Solidarity" paradigm, in which the neoliberal nature of the "Ecoles" and "Grandes Ecoles" is tempered thanks to their intervention in underprivileged area.- This social intervention of the elites increases the reputation of the "Ecoles", facilitating a better relation with their partners in their public and private environment (associative organization, management organization, local and national administrations...), and allowing them a highest potential number of candidates.- Concerning the specific case of Science Po, this recent interest of the elites for the access of underprivileged students is not an isolated case, but a trend which sets up also, little by little, in Schools and competitive-entry higher education establishments.These three hypothesis are going to be checked in Brazil too, within the Mercosur context, where President "Lula" claims a "Solidarity" paradigm too.The methodological approach will be based on the observation of the functioning and on the analysis of all those projects and programmes, and on semi directive interviews with 75 european and bresilian students, with european and bresilian firms partners, with the Academic administration and with temporary and permanent teachers of Sciences Po, UNILASALLE, ESCIP, EDHEC, ESSEC.. who are leading those projects and programmes.