This paper presentation aims to discuss the music teacher training education curriculum at Universidade de Brasília (Brasília University) in accordance with the 2019 Brazilian guidelines (Brazil, 2019). What are the Brazilian educational guidelines for that? What are the principles and theoretical base for it? What are the criticisms and fragilities of the guidelines? This is a bibliographic research that investigates the legislation and past and new curricula of presential music teacher education in the Music Department of Brasilia University. The framework is based on curriculum and teacher education literature. The Music Department offers three undergraduate courses: two presential and one distance education. These offer teacher accreditation for teaching in Brazil's primary and secondary education, as well as in special education, professional music schools, and programs for youth and adults. The curriculum is guided by Brazilian educational law for initial and continuous teacher education (Brazil, 2019). Some critics have been published, defending the notion that the new guidelines are part of a global neoliberal agenda (Ferreira et al., 2025), oriented by private organizations. Over the last decade (2014-2024), Brazilian educational laws for initial teacher training have undergone significant changes, including the adoption of new digital technologies, the integration of special education, the promotion of diversity, environmental care, and the inclusion of ethnic and racial culture. Considering the Resolution 02 of 2019 (Brazil, 2019) and Resolution 04 of 2024 (Brazil, 2024), the music teacher training curriculum at Brasília University was developed with a focus on critical and reflective teacher thinking, aiming to reflect the undergraduate profile and teaching contexts. One of the challenges was to balance the quality of teacher music education with the viability of the curriculum for students' profiles, while also considering the decreasing university funding. The actual curriculum demands 3200 hours of workload, which is organized in three stages: Group I (800 h), pedagogical knowledge; Group II (1,600 h), specific music contents and pedagogical contents; Group III (400 h), teaching practice, 400 h of supervised internship and 320 hours of mandatory academic extension activities. The curriculum integrates theory and practice in pre-service teacher education. However, the guidelines demand a link between practice with mandatory content from Common National Curriculum Base (BNCC), which “has an eminently technical nature (Ferreira et al., 2025). In conclusion, the music teacher training curriculum, still in implementation, observes principles of practical rationality and seeks to critique the influence of neoliberalism on teacher training.