The following paper seeks to show how Somatic Education is a usual practice in the classes researched and, at the same time, how it places the body in places of dispute at schools. Notions present in the classes studied such as, for example, the relationship between surveillance and silence and between the latter and listening are thus analysed, among others. This text derives from a study with dance teachers developed in southern Brazil. It describes the research methodological design with ethnographic inspiration, focusing on the work of one teacher in particular. From these elements and from Michel Foucault's philosophy, the article discusses the role of dance in school, especially regarding the tension between the disciplinary culture of Primary Schools and somatic education of listening bodies. Finally, it shows how the conduct of the teacher engenders an artistic conduct, that is a conduct that models school technologies and creation itself. In this way, we present the idea an ethics-oriented morality, opposed to disciplined bodies, over the code at schools.