This text stems from documentary analysis of the content of the official curriculum and from questionnaires taken by former graduates of four bachelor's degree programs in music offered in higher education institutions in the Southeastern region of Brazil. Following the analysis, I propose reflections on the following: the concept of curriculum as a practice and on the policies for curricular flexibilization; the ideas of music and society that rule the analyzed curricula and how these ideas relate to the comprehension of professional training in music; the realities and possibilities of action for (de)colonial thought present in the formation of the curricula; and finally, the agency of the subjects who set the curricula in action. Such reflections reveal the maintenance of Eurocentric colonial values in the training of graduates, as well as an openness to other career paths. Furthermore, they establish higher music education as a field of possibility for epistemic magnification, supported by curricular flexibilization and by political projects of university expansion, in addition to becoming a field of action to social prophylaxis. [This article was translated by Helena Perez Coelho.]