This study aims to contextualize the research problem of an ongoing doctoral project in the Graduate Program in Music at XXX, which focuses on the interfaces between music education and digital technologies from a theoretical-methodological perspective. The theoretical framework is grounded in the Knowledge Accumulation Cycle (Latour, 2000) and Actor-Network Theory (Latour, 2012). Methodologically, the study adopts a narrative literature review, focusing on research conducted in Brazil. Key data sources include the Brazilian Digital Library of Theses and Dissertations (BDTD) and the journal of the Brazilian Association for Music Education (ABEM). Among the most prominent theoretical approaches found in the literature are Self-Determination Theory and Actor-Network Theory. Action research emerges as the most frequently used methodology, and distance learning programs in music education have been consolidated as a strong empirical field in most of the studies analyzed. The findings suggest that the interfaces between education and digital technologies represent emerging spaces for the production of musical knowledge. These spaces also enable the development of theoretical-methodological frameworks aimed at re-signifying music education in contemporary contexts. Thus, this research advocates for a technological and digital approach to music education, grounded in the accumulation of knowledge through networks.