In last decades studies on cognition and learning consider the mind as situated, decentralized, deeply rooted in the principles of biological nature and in the context in which it acts. In this perspective, intelligent behaviour is considered as a manifestation of biological bodies which act in a given cultural and material context, modifying it as well. The role of technology is not alien to the processes that led to this change of perspective. The ability of self-modification of the body, that is a peculiar characteristic of mankind, has known a vertiginous acceleration, overcoming the initial role of human capacities enhancement and redefining human identity itself. The relationship between body, perception and performance is nothing new: the swift-footed Achilles owed its ability in the race to a transplantation surgery (the heel of a very quick Centaurus). The novelty is the holistic view, the heuristic research that moves from human sciences to a new idea of corporeity, with the awareness that “knowledge is mapped in our sensory-motor system” (Gallese & Lakof, 2005, p. 2). This new approach to corporeity overcomes the mind/body dualism, which, from Plato to ‘900, through Descartes, has in-formed the history and culture of the West, overcoming the cognitive-style relationship between technology, brain and learning as well. In historical perspective, this relationship, until the ’80s, was based on the cognitive paradigm of Human Information Processing (HIP), focusing on computer as instructor. During the ’80s there are signs of dissatisfaction with this theoretical framework, and the concepts of body and technology find a common ground. The idea of technologies of mind is replaced by the idea of technologies of the mind / body. “The technologies of the mind arise ready-to-use by the programmer / analyst, those of the mind / body ‘come to the world’; the technologist will only provide the initial conditions of a process of development, learning, evolution” (Capucci, 1993, p. 134). Learning environments are gradually shifting from the flattening on the Cartesian plane, which forces interaction to eye-hand combination, to expand into three-dimensional space, where the interaction is based on the whole body. Natural User Interfaces and Gesture Recognition technology foreshadow the impending scenario of convergence between body centrality, learning and technological dimension: the Augmented Body as an interface in Augmented Reality and in Augmented Learning. This work aims to provide a conceptual framework to set the “augmented body” within the perimeter “body - learning - technological dimension”, considering cognitive implications of bodies that “are not born; they are made.”(Haraway, 1991).