This essay is aimed at claiming the presence of the human body in epistemological and pedagogical reflections. It stars from the following hypothesis: in pre-modern times, the philosophical and sociological discourses point to an overcoming of enlightening rationality. The pedagogical proposals seek interdisciplinary perspectives, new forms of curricula configuration and organization of school space. References are often heard about a pedagogy of complexity. However, it is in that same school and within that same pedagogy that paradoxically the paradigm of Enlightenment's rationalism inspiring an intellectualist education remains, taking over the Cartesian heritage that conceives the body as a mere extension of mind. Three themes make up the arguments for the guiding hypothesis: (1) in the schools of our times, the body seen as res extensa remains passive. That is to say, the body does not go to school. (2) the main epistemological views on the origin of knowledge also limit themselves to the expression of predominantly rational knowledge. The body remains absent from epistemological interest. (3) A pedagogy limited to what is exclusively rational is shortsighted and therefore cannot demand to be configured as a pedagogy of complexity. It is necessary to place bodies within epistemology, pedagogy, and schools. It is the reinvention of bodies.
Pedagogy; corporality; epistemology; education