Abstract
This article aims to provide a critical sociological analysis of school guidance in Algeria by examining its philosophical foundations, revisiting classical functionalist approaches, and relating them to contemporary educational practice. The study conceptualizes school guidance as a complex social process shaped by individual, social, cultural, and economic determinants, rather than merely a technical educational choice. Methodologically, the analysis employs a critical-analytical approach, drawing on the functionalist contributions of Émile Durkheim and Talcott Parsons to explain the role of schooling in social integration and the organization of educational pathways. However, the study reveals significant limitations in the assumption of institutional neutrality and objective guidance criteria when applied to the Algerian context. The findings demonstrate that students’ socio-economic backgrounds significantly influence their academic orientation, suggesting that existing guidance mechanisms may inadvertently contribute to the reproduction of educational inequalities across different academic streams. Accordingly, the article proposes an integrative analytical framework combining sociology, psychology, and anthropology to redefine school guidance as an empowering process that strengthens students’ self-awareness and social engagement. Ultimately, the study calls for context-sensitive guidance policies that promote educational equity and enhance the effectiveness of the educational system. By bridging the gap between theoretical scholarship and professional practice, this research contributes to the ongoing debate on educational justice and the socio-economic role of schooling in developing societies.