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As a place of instruction, school combines education with the drive for emancipation that fosters children’s intellectual, social, affective, emotional and physical/motor development. The humanities defended and supported by the new school bureaucracy introduce skills involving suspect terms: project, inclusion, benevolence, positive education. These humanities could be smothered under fine intentions. Declaring that dance is useful for children, however important it may seem, requires us to examine the pedagogical conditions. Far from wishing to impose yet another counter-productive normality, we will show how the combination of instruction and dance requires pedagogical training that goes beyond the teaching of the “arts”. As a psychologist and psycholinguist, and drawing on the personal experiences of amateur dancers affected by the sectarian deviation of dance therapy, we put forward considerations that will enable school children to enjoy not just the adjunct of dance, but also to occupy the space of danced movement in connection with themselves.