This paper presents the creation of Flautiva, a repertoire book designed for the collective teaching of the recorder in lower secondary education. The project was developed as the main product of a professional master’s research and seeks to address the scarcity of pedagogical materials specifically tailored to adolescents and young learners in public and private schools, NGOs, and conservatories. Grounded in Swanwick’s CLASP model (2003), the work aims to investigate how the development of a progressive and culturally meaningful repertoire book can contribute to music education through collective recorder teaching.The methodological approach combined the author’s practical experience as a music educator with bibliographic research (Del Ben, 2003; Hentschke & Del Ben, 2003). Repertoire selection followed a gradual progression, aligned with the introduction of new notes on the soprano recorder. Students first worked with the note A, creating a samba; the note C was then introduced through a marcha-rancho; and later, a waltz using three notes (A, C, and B). The book integrates original compositions, traditional pieces, and public domain works from both Brazilian and international contexts, ensuring diversity of genres and cultural backgrounds.Implementation took place with two groups of students (6th and 8th grades), where learners engaged with the repertoire through performance, composition, improvisation, and critical listening. Data collected through classroom observations revealed that students developed technical and musical skills such as reading notation, finger placement, articulation, and awareness of sound production (Fonterrada, 2008; Ilari, 2006). Furthermore, the incorporation of varied musical styles fostered greater motivation and engagement, turning the learning experience into a meaningful and collaborative process (Gordon, 2000; Penna, 2010).Results suggest that a progressive repertoire book, when articulated with active methodologies such as the CLASP model, significantly enhances the effectiveness of collective recorder teaching. The cultural relevance of the repertoire, combined with instrumental practice, stimulated active and creative learning, while also supporting broader educational goals such as critical thinking and teamwork. Flautiva thus emerges as a pedagogical resource that can be adapted by teachers in diverse educational contexts, promoting musical competence, student motivation, and a critical understanding of music in society.By valuing repertoire as the central axis of music education, this study highlights how collective learning can integrate performance, composition, and appreciation, enabling students to become active and critical participants in their own educational journeys.