Nowadays it is impossible to achieve a geometric School, a School of the non-contradiction. School is the place of tragedy, of ambiguities and, most certainly, of the necessity of negotiating opposite points of view. It is the place of tragedy, in its most literal sense, because it deals with uncertainties, antagonisms and, in the end, the inevitable sacrifice of one of the parts. School can be a place of perdition, of losing and of betrayal, during the painful trajectory from the image of the student to the image of the cosmopolite citizen (Popkewitz; Lindblad, 2000: 5). To become the Same at School we have, frequently, to become Strangers within our household, within our community. To learn is to betray. The gypsy community is perfectly aware of this situation. The investigation that we present year came up in the context of the M.A in Educational Sciences, the specialisation being in the field of Education, Social Change and Local Development (Silva, 2004). It was carried out in a highschool, in the city of Oporto, Portugal. Located in a suburban area of the city, it concentrates in its bosom the contrasts common to spaces where different ways of experiencing time are mingled. Boys and girls, mainly coming from gipsy and working class families, live in the nearby neighbourhood and social quarters.If at 2003 ECER, in Hamburg, our paper aimed at the acknowledgement of some moments of intrigue aroused during the process of this investigation, with ethnographic layout, this paper aim to present some results and concerns of that same study. The aim of this investigation was to account for some configurations and some figures of Strangeness found at School. We feel that Strangeness, although unavoidable, is a dimension itself strange to the School's cognitive order. School doesn't possess cognitive elements to deal with a social order exterior to it, preventing the construction of a natural common order (Latour, n/d:3).How does school exist according to a tone of untouchability before these Others, these incomparable Strangers that attend and form School? We feel that the School of the reason survives against the resistance to the knowledge of the Other. This study allowed for the confrontation between different dimensions of Strangeness: i)a social anthropological Strangeness, as implying the Other, the distant, the radical alterity - the local, gipsy community, body and embodiment. ii)an institutional Strangeness, that implies the strange figures and configurations, besides those belonging to the social anthropological sphere that include indiscipline, order disturbs, and the tension between diferents desires. iii)a Strategic Strangeness, implying the strange ways of young boys and girls feeling School and of justifying themselves in that context. Therefore it is within the search for a revised identity and through a "strategic action" (Sarmento, 2000: 51) that some youngsters build their own Strangeness. In this research, we concentrated our main interests on the discourses from high-school young boys and girls (5th / 9th grade). The discourses made available through an ethnographic research find expression in the fieldnotes. It allow us to understand the stated arguments, intentionalities and the engagements established with School. We were interested in ethnomethodology, as an approach that allows us to produce a more or less detailed description of the logic of practical organisation corresponding to the discursive activities (Watson, 2001: 20). Ethnomethodology came up as very helpful to us, since it aims at the local procedures and at the endogenous production of the most common things of social life, of immediate experience, and therefore, it is a valuable contribution in the process of understanding the ways Strangeness manifests itself in the school context. Moreover, the objects with which ethnomethodology deals belongs to the level of the unmeasurable and are asymmetrical (Garfinkel, 2001: 38), exactly the way we consider Strangeness.ReferencesGARFINKEL, Harold (2001) "Le programme de l'ethnomethodologie". In Fornel, Michel de; Ogien, Albert; Quéré, Louis (dir.) Colloque L'Ethno- methodologie. Une sociologie radicale. Paris: La Découvert.LATOUR, B (s.d.) "Guerre des monds - offres de paix, 1-10". [On-line] http://www.ensmp.fr/~latour/articles/article/081.html. 10/1/2004.POPKEWITZ, Thomas; LINDBLAD, Sverker (2000) "Educational governance and social inclusion and exclusion: some conceptual difficulties and problematics in policy and research", Discourse, 21, 1, 5-44.SARMENTO, Manuel Jacinto (2000) Lógicas de Acção nas Escolas. Lisboa: Instituto de Inovação Educacional.SILVA, Carla Sofia Marques da (2004) Figuras e Configurações da Estranheza na Escola. Uma Etnografia Sobre as Estratégias e os Compromissos de Jovens entre Grandezas em Conflito. Tese de Mestrado - FPCEUP.WATSON, Rodney (2001) "Continuité et transformation de l'ethnométhodologie". In Fornel, Michel de; Ogien, Albert; Quéré (dir.) L'Ethnomethodologia, Une Sociologie Radicale, Colloque de Cerisy. Paris: Éditions La Découvert. Pp. 17-29.