Abstract
Under the seal of relentless globalization, societies gypsy molt and mutate, resist assimilation through a process of mutual acculturation (a two-way acculturation in Gray-Floyd & Quintana, 1972: 23). But this process of resistance was commuted standardization program or "planned acculturation" (Liégeois 1983: 214). After the exclusion and confinement, administrative policies European host Roma and Gypsies were directed to the field of inclusion (Liégeois 1997: 42-44). Demarcated from integration, less disturbing than the denotative concept of assimilation (which it refers yet), this orientation was set by UNESCO and the school administration after the 2005 Act : "Process to take account of the diversity of student needs and respond by increasing participation in learning. "(IGEN / IGAENR, 2009: 15 f.). If the Gypsies were once again the little school, the school will now Gypsies. But in such a sequence identities, the deviation from the norm and dual membership became the norm in the sense of an "exit" models imposed community and identity instituted to individual choice for the combination of affiliations (Oriol, 1985).