Millions of children grow up without the care of their parents in the world today, which poses great challenges to school and protection institutions, in their socializing role. Through participant observation, interviews and life stories, the study sought to address the meanings of childcare without parental care that State officials, teachers and service personnel give to the living conditions, the relationships they establish, and the ways in which they negotiate their situation. The perspectives that accompany the actions of care on the part of the investigated population intersect categories related to physical survival and emotional accompaniment that involve establishing agreements, recognizing one's limitations and acting accordingly, giving rise to three ways of living care: as a distribution of resources, as a workload and as an affective bond. Thus, care involves actions, relationships and normative, economic and social frameworks that go beyond the assigned role.