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This article is a part of the research I am carrying out for my doctoral dissertation. It examines the creation of circuits of differenciated schools that links regular and special educacion. This particular paper reflects on the establishment of "Recoveryschools" (Escuelas de Recuperación), in Buenos Aires, at the end of the Sixties. I use the ethnographic approach, but at the same time by capturing the political and historical context of their creation and the debates on mental health and social sciences of those days, we will be able to historizice the recovery schools' present. Furthermore, we try to have a deeper comprehension of the meanings ussually attributed to these schools. Our work highlights practices that were commonly carried out in those first "recovery-schools". These practices were similar to those of the therapeutical communities or community assemblies that took place in some hospices for mentally ill in the Sixties. Nilda Intrieri, the creator of the "recovery schools", knew those practices, and one of the characteristics that she gave to the first school was the school assembly, which included devices elaborated for the community assemblies. [ABSTRACT FROM AUTHOR]