Considering the European political commitment to Roma education and the researches in this field, my presentation deals with the experience of education of a Sinti minority in Northern Italy. The interpretation of the observations collected during 12 months of ethnographic research(still ongoing) among a Sinti and Roma families network and in a multicultural middle school, attended by their children in Trent, will be presented. The ethnographic interpretation will point out how the languages and communication codes, used within schools, contribute to reproduce the asymmetric power relationship existing between Roma/Sinti ethnic minority and Italian majority society. The process of “naming” the Other has a crucial role in this analysis as it shows how meaning is imposed and handled in the relationship between individuals and “groups”. Therefore, on the basis of research results, it will be indicated how the history of relationship between the majority society and the Sinti/Roma people has contributed to shape the epistemology of the school elaborated by this ethnic minority.Finally, it will be stressed the relevance of the concept of propriospect to interpret the educational and cultural processes, into which the subjects actively take part, with particular attention to the young Sinti and their peer groups.