This work consists of a research based on Oral History, which proposed as main objective to understand the meaning of music education in basic education schools in Belém do Pará, from Memories of Music Teachers. Specifically, it was analyzed the conceptions of teachers of Art / Music in these schools, the goals established by these teachers for music education in basic education and the "strategies" they developed for teaching music in basic education. It was also related and analyzed how the conceptions, "strategies" and objectives chosen by the Art / Music teacher direct the teaching of music education in primary education schools. Through oral history it was possible to understand the pedagogical-musical choices of art teachers in the teaching of music, through the investigation of their memories, especially regarding their formations arising from life experiences, institutional experiences and teaching practices. I understand that they are the basis of their practices as teachers. For the development of the research, 29 schools were visited, in order to identify how many art teachers licensed in music work in these schools. Two teachers were interviewed: a licensed music teacher who has worked in the public school for more than 20 years and a licensed music teacher who has worked in the public school system for more than 10 years. These interviews were transcribed, textualized and transcribed, resulting in two narratives, which were later interpreted and analyzed from a transdisciplinary view that enabled a dialogue with the concept of memory, in the light of authors of History, Sociology, Anthropology and Philosophy; And of education. It can be concluded that the main points of this research was that school music education is not only tracked by one path, perhaps not by many, but by teachers who, through obstacles, construct school music education on a daily basis. His life experiences and institutional formation are shown as pillars of his work as professionals, resignifying teaching practices and conceptions of life. In addition, the dialogue between school management and teachers becomes essential for effective teaching of music at school.
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