The latest teaching reform in Brazil includes music at the various levels at public schools, and also takes account of its social, cultural and economic contexts. Moreover, the educational process is understood in terms that go beyond the school, opening varied possibilities for new labour markets for musicians and teachers. This diversity and the relevant professional requirements are still little known in the academic world. This paper reports on research designed to investigate the working world for music teachers in a specific region of Brazil--Federal District--and the interface of it with the training of music teachers. Data were collected from music lecturers and students, as well as coordinators and music teachers of NGOs. The findings offer some guidelines for the planning and development of curriculum for music education courses, which is closer to the present musical practices of society and its respective professionals needs. (Contains 5 notes.)