The universality of social policies in Portugal seeks to give equal dignity to all and has operated substantive changes in the living conditions of all Portuguese, as in the case of Portuguese Ciganos. The principal question of this research is to study the impact of social policies on schooling of Ciganos, considering that many of them show high rates of illiteracy and early school dropout. The illiteracy is due to the inefficiency of social policies, inequality issues and racism. Qualitative research was developed in the metropolitan areas of Lisbon and Porto with application of interviews in-depth to technicians of local projects, teachers and Ciganos, also was made ethnographic work and focus group in selected schools in some neighbourhoods to carry out the work field. The results point to low levels of education, high rates of absenteeism (1st cycle) and dropout (2nd cycle), high illiteracy rates (adults) and a gender inequalities. However, in recent years the technicians of local projects underline the reduced of absenteeism and dropout by means of social integration income, higher frequency of kindergartens and day-care, improving the relationship between families and school. Is more visible the participation in literacy courses of adult’s education, and some signs of changing attitudes in the case of gender. The universalism of Portugal public policies has not had the desired effects in terms of reducing levels of poverty, exclusion, discrimination and racism where Ciganos is concerned. However we see generational changes of school valuation, by contrast to the past (by parents who attended school) – more parents that monitoring the schooling of their children. Now the adults have a best perspective for the future of children or own future different from the parents, especially in terms of career choice. But persist the tendency to ignorance of public policy both on the part of technicians both on the part of Ciganos (situations of poverty and social exclusion, the bad conditions of housing), and discrimination situations in some areas and schools (principals and teachers). The schools face difficulties, trend towards concentration of Ciganos students in the same classes of regular schools and in the same educational offerings, in the classes with worse outcomes and higher difficulties. In general, the schools have not conditions to ensure that students do not miss classes (from the 2nd cycle) and is usual not working this problems directly with students and their families. We aim to present a general overview of the situation of schooling of Ciganos and discuss some situations (and processes) of social mobility that have been perpetrated by some individuals and families with effect either the identity reconfiguration of themselves and in relations with other (non-Ciganos/Roma).

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