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This article presents a reflection on the characteristics and effects of physical interaction between teachers and students in the context of formal schooling. In consideration of the everyday experience of individuals, is expected rooting insight finished on what is in play to be incorporated into the school. From a phenomenological perspective, are screened for the following questions: What is the intellectual privileges to the body in the school? and if so, what is the effect of that privilege on the dialogic interaction between teachers and students? The approaches outlined here are based on the results of the investigation Body, Dialogue and Education and taken as basic sources of contributions in this field of Foucault, M., Fullat, O., Le Breton, D., Melich, J. and Merleau-Ponty, M. After the scan, were set up five pieces of information: verbal assignment, allocation and assignment of expressive activity.
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