This text seeks to demonstrate how it is possible to transform the traditional approach to bodily practices in Physical Education, by challenging the conventional methods of interaction between object, teacher and student in educational environments, and using art and objects as metaphors to foster subjectivization among students (Biesta, Good education in an age of measurement: Ethics, politics, democracy, Paradigm Publishers, 2010). The chapter draws on authors from both the artistic and Physical Education fields, such as David Kirk, Jacques Rancière, Steven Stolz, Graham Harman, Gert Biesta, John Dewey, among others. Their ideas will be merged with practical examples that will illustrate the different ways of interacting with art and with the relational capacity of objects in order to create learning situations in Physical Education that break with convention. In addition, different effects arising from the interaction with art in the field of Physical Education will be explored, such as the ghosting, aesthetic, metaphorical, critical and processual effect. The union between art and Physical Education not only broadens the understanding of art beyond being mere museum objects, but also conceives it as a tool capable of surprising, attracting and provoking through its elements, in search of a Physical Education that presents new dimensions still unexplored.