This study presents the music teaching and learning activity through a socio-political contextual lens called the mackin music in a non-formal teaching space in the city of Santarém-Pará, in the Amazon region, focusing on the theoretical assumption that the child is an active being in its developmental and learning process. As the main objective, this study seeks: to analyze the mackin music in a project of socio-cultural inclusion through music, from the perspective of the children who participate in the project. As specific objectives, we defined: unveil the participants' perceptions about the project; describe the activities performed by the children, from its perspective; find out how the children identify the music teacher and his the mackin music ; to identify children's perceptions of factors that facilitate and hinder the learning of music, in the context of the mackin music in the Musical Seeds Project. The research is qualitative, in the form of a case study: Twenty children aged 8 to 12 years participated in the Research. These children were enrolled in the flute, drums, guitar and keyboard classes. The instruments used for data collection were: informal observations and focus group script. The data from the focus group were analyzed using the Collective Subject Discourse technique. The results indicated that: a) the project is seen as a place to learn music and social skills. b) The activities carried out in the project reflect these learning of content and social skills. c) Teachers must have a set of personal characteristics and pedagogical practices favorable to learning. d) The elements that facilitate and hinder learning were evaluated about three elements: environment, teachers and the children. About the children, they perceived themselves as agents in their learning process, describing situations in which their behavior facilitated or hindered learning. The active role of participants in the mackin music stands out through a space that provides the conditions for the exercise of child protagonism. The results also indicate the need for further studies, especially in the Northern region of Brazil to contribute to the theoretical field on music and education in non-formal teaching spaces and in the methodological field of the studies that have the child as the subject and focus of the research.
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