In this article I am concerned with the position and the role of the human body in the world of education, and more precisely in relation to the issues of social emancipation and equality. As a rule educational research has not paid much attention to the body, or corporeality was typically dealt with in a merely instrumental way. In recent times the body has more and more become the focus of educational research. This is because to these new approaches the body is claimed to play a constitutive role in regard with all educational processes. Nevertheless, I argue that the body is actually not taken seriously and that corporeality is still regarded as a nuisance or merely as a tool. In this article I will therefore try to conceive an alternative approach, which I call ‘biopedagogic’. I take some ideas from the ‘biopolitical’ school of thought and confront these with concrete phenomenological analyses of occurrences and practices that take place in educational contexts and which bring into presence the body in a literally ‘physical’ sense (such as laughter, exhaustion and repetitive exercises). This will allow to set a step beyond the biopolitical perspective, and to conceive a perspective that considers the body to have in and of itself educational relevance. This is because, certain ‘corporeal experiences’ (to be distinguished from ‘experiences of the body’) might grant the possibility of a deep transformation of individual and collective existence.