This article presents two collective music teaching experiences conducted in Brazil, in the states of Ceará and Bahia, focused on guitar and percussion, with the aim of investigating how games, playful activities, and Brazilian repertoire can integrate effective music-making with the learning of music reading through perception. The practices were based on the premise that Brazilian popular music, rich in rhythmic and melodic diversity, constitutes an educational resource of great potential to bring students closer to meaningful musical learning. The methodology adopted consisted of reports of teaching practices: in guitar teaching, games involving note sequencing, musical card activities, the use of familiar repertoire for the introduction of chords, and rhythmic strumming patterns stimulated auditory perception and group practice; in percussion teaching, the experience was structured around capoeira as an Afro-Brazilian cultural manifestation, using musical games that combined rhythmic solfege, clapping, improvisation, and repertoire creation. A highlight was the game “Quilombo,” tested in Quebec and Sobral, which obtained high levels of approval and student engagement. The results show that integrating cultural repertoire, playfulness, and musical practice promotes greater motivation, engagement, and the development of perceptual and music reading skills naturally and enjoyably, while also fostering coexistence between different skill levels in a collective learning environment. It is concluded that the use of games and Brazilian repertoire constitutes a significant pedagogical strategy for music education, enabling the unification of practice, perception, and reading in an inclusive and creative process. These experiences resonate with the Self-Regulated Learning model (Toledo Nascimento and Stervinou, 2025), as they encourage students to set goals, monitor strategies, and reflect on their own learning processes, demonstrating that pedagogical practices combining cultural repertoire, playfulness, and self-regulation expand the possibilities of forming autonomous and engaged learners in music education.