Like other countries of European Union, education in France is a right for the person, and compulsory scholling is effective by the legislation since more a century. Go to school is a reality for all the french children but scholling can be at risk or impossible for many children. It's the gypsy children situation for example. We can estimate that Gypsy population in France is about between 200 000 and 300 000 people and they can be nomads, semi-nomads or settled population. In Europe, they represent about 8 millions persons and they are the most important european minority. Half the Gypsies are less than sixteen, only 30 to 40% go to school with regularity and 50% don't go to school. Few of them go beyond a secondary school. We can specify that a lot of discriminations affect Gypsies, also in France. For example, circulation and parking rights are very controled by repressive politics. At the same time, a few ground are converted and equiped to receive nomad Gypsies. It's the responsability of the municipality. So, nomads with caravans have not choice and live on waste grounds. But they are ejected from there, so, living conditions are very difficult and consequences on schooling are possible. In other respects, it's not the only factor responsible for schooling difficulties. In fact, gypsy families have not access to school like everybody, even if it's also a right for them. And when gypsy children are greeted at school, school is not often adapted to their culture, and there are a lot of incomprehensions here and there. In this context, we wanted to know how living conditions of nomad Gypsies, parking possibilities and access conditions in schools could have an impact on children schooling. So, we chose to study an original school structure for nomad Gypsies: the mobil school. In France, there are about forty mobil schools and mobil teachers which go to waste grounds where gypsy families are living. Teachers go and join children of school age who are not at school. In the classroom of mobil school, they can especially learn how to read and how to write. My research (of thesis) is an ethnographic investigation made in the north of France, for two years (2000-2002). Two days a week, with the teachers, I met some families, some children, and I wanted to understand: 1- the relationships between families and mobil school/teachers; 2- what kind of teaching we could found in the mobil school. So, I did fieldwork with direct observation, informal conversations and interviews. And the main hypothesis of this work is: the mobil school's adaptability to living conditions of Gypsies and the respect of their culture in the classroom allow families to trust teachers and school. And it's the first step towards intercultural recognition. In this paper, I propose to start with the description of the presence of mobil school among gypsy families. We will see how negociations between teachers, parents and children contribute to make a specific "schooling space". Next, we will try to understand how gypsy children learn their "pupil job" and how gypsy parents become "pupils parents". So, with this research, I'd like to share some ideas about the place of the child between plans of "teacher State" and plans of the family and community which minority culture is always strong.