This article offers a critical analysis of the role of the body in the development of artificial intelligence (AI) in the field of education. It challenges the dominance of symbolic and disembodied AI models based on abstract information processing and advocates for a paradigm shift toward embodied AI grounded in situationality, emergence, and sensorimotor coupling. Drawing on post-cognitivist frameworks, the article highlights the cognitive and experiential limitations of current GenAI systems, such as the loss of proprioception, multimodal agency, and the devaluation of embodied practices. It proposes a redefinition of Human–Computer Interaction (HCI) centered on a perceptual–affective choreography. The article advances a more inclusive and emancipatory vision of AI in education, aimed at fostering creative, critical, and situated learning through a set of embodied design principles.