ABSTRACT. This article examines the latest theoretical approaches to the study of motor and cognitive systems that recognize the human motor system a function no longer marginal, but fundamental for cognitive processes. Based on some neuro-scientific evidences, it shows the relationship between corporeity, thought and action within the educational context, arguing the need to invest in physical activities to facilitate the transfer. Finally, an analysis is given to motor workshop, in which the body is used as a privileged tool to facilitate learning. pp. 54–63

Keywords: corporeity; action; education; motor laboratory