Higher education in music in Brazil has evolved through a historical process marked by coloniality, a legacy that continues to shape undergraduate music programs today. Because of this trajectory, structural racism has emerged as one of the significant challenges the country must confront to build a form of music education aligned with the demands and cultural potential of the nation. Responding to this reality, this work presents findings from research that examined the undergraduate music programs of thirty universities across the country (six in the South region, eight in the Southeast, four in the Central-West, six in the Northeast, and six in the North). Developed between February 2019 and January 2025, the research project investigates how Brazilian undergraduate music programs incorporate Afro-Brazilian music and Black people, highlighting the tensions between institutional inclusion policies and the persistence of colonial structures. The study draws on a qualitative approach grounded in bibliographic and documentary analysis. The results indicate that the inclusion of Afro-Brazilian cultures and the participation of Black individuals remain underrepresented within music programs, especially considering the significant strength and impact of Afro-Brazilian cultural production in Brazil. This tendency reinforces the logic of structural racism, historically rooted in the country. Based on this diagnosis, as well as studies and proposals systematized nationally since the 2000s, the text offers some brief decolonial pathways for rethinking and overcoming structural racism in music curricula and pedagogical practices in this context.