In this communication, I wish to question and to analyze how the production and the distribution of results concerning the gypsy children schooling in France is welcomed and heard understood by professionals practicing with this minority population. Our point of departure is a thesis supported in December 2005 on the gypsy children schooling in mobile schools of the North of France. At the origin of this research, there is first of all a double report. The first report concerns the absence of the school of a majority of gypsy children in age to be schooled. The second report is that there are very few university researches and institutional studies on this school reality, of so rather interesting and problematic as the majority of the children are schooled today. I thus wished to observe and to understand, with an ethnographical inquiry of two years, why these children did not go to the school, and which answers were brought to this absence of schooling or to a prolonged school absenteeism. In this context, my meeting with teachers of mobile schools was decisive. It allowed me to centre my research on this underestimated and little developed device that are the mobile schools which welcome nevertheless in their classes every year in France some thousand gypsy children not schooled besides. If the teachers of mobile schools were the first ones interested in the results of my research, this one also drew the attention of the other professionals, both in a micro-local level and in a regional, even national and international level. So, the distribution of the results, within the framework of the university research but also by means of interventions and of training courses which I assured myself with diverse public (teachers, educators, social workers, majors of police, mayors), brought me to question the links between research and professional practices, even political applications. How, in the context of the gypsy children schooling, can we move from the research phase to the action?The ethnographical inquiry was led during two years in the metropolis of Lille with the teachers of mobile schools, four gypsy families and their children. I realized ethnographical observations in the mobile schools classes but also on the grounds of car park and in caravans. I also collected numerous speeches of the teachers and the parents within the framework of informal and formal conversations. The participation in five training courses and interventions with public professionals concerned by the questions connected to the gypsy populations since the end of 2005 to today gave place to reports of observation of these meetings.The thesis produced relative results to the functioning of a marginal school device in the French educational landscape; results relative to the relations between the gypsy families and school; results relative to the apprenticeships of the gypsy pupils in the classes of mobile schools. The thesis also allowed to articulate these results in an european and national sociopolitical context in which the gypsy populations, which we consider as ethnic and cultural minorities, are confronted at political, social, economic and cultural difficulties. If the thesis, in its academic vocation, does not propose nor recommendations, nor prescriptions in answer to these problems, it becomes however a pretext to make it from the moment its results, shared publicly, interest the professionals confronted with a certain number of difficulties in their daily work with the gypsy populations.BRUGGEMAN Delphine, 2005, Des camions-écoles pour scolariser des enfants tsiganes. Contribution ethnographique à l'analyse des variations de la " forme scolaire ", Thèse de doctorat de Sciences de l'Education, sous la direction de Michèle GUIGUE, Université de Lille3. BRUGGEMAN Delphine, mai 2005, " Ecole et familles sur un même " terrain " d'entente ", Etudes Tsiganes, " Les institutions. Un espace de rencontres ", n°21, pp.104-123. BRUGGEMAN Delphine, décembre 2003, " Des enseignants et des enfants tsiganes en camion-école : description d'un ordinaire scolaire méconnu ", Le Télémaque, " Descriptions de l'ordinaire des classes ", n°24, pp111-125. DURNING P., 1995, Education familiale. Acteurs, processus et enjeux, Paris, PUF. LIEGEOIS Jean-Pierre, 1986, Minorité et scolarité : le parcours tsigane, CNDP/CRDP Midi-Pyrénées. LORCERIE F., 2003, L'école et le défi ethnique, Paris, ESF/INRP.