Responding to the need to approach and get to know the educational qualities of Contemporary Art as a possible generator of knowledge, using the the museum as a reference source, a methodology among equals is presented that develops an artistic practice applicable to the classroom of the University Degree of Primary Education.The students design a practice outside the normative space of the classroom of the Faculty of Education of Bilbao UPV/EHU, and execute it in the framework of a subject related to art education taught in the degree.The teaching methodology, where the figure of the university teacher takes a back seat and the students are responsible for executing and making their artistic project public by exchanging the teaching-learning roles with the classmates in the classroom.The results demonstrate the potential of the use of collections of contemporary museums as true tools in the search for references, as well as the potential for visibility of the experiences implemented by the students out of the normative classroom. Finally, the emphasis is placed on the potential of the pedagogical relationships generated during the design and implementation process of the proposal.The conclusions show the need to continue working in this line, where Contemporary Art proposals reflected among equals, claim its potential constructing meanings and empowers future teachers to generate a reflective discourse of their own. Key Words: teacher education, art education, contemporary art, museums, educational space.