The compulsory nature of music education in Brazilian Basic Education, established by Law No. 11,769/2008 and regulated by Resolution CNE/CEB No. 2/2016, represents a significant milestone in the country's educational policies. However, the transposition of these guidelines into school practice has proven to be a complex challenge, permeated by paradoxes and gaps. This study proposed a multifaceted analysis of the implementation of these policies, investigating how the legislation translates (or fails to translate) into concrete actions within municipal and state education networks in Rio Grande do Sul, a southern Brazilian state, and its impacts on teacher training and student experience. Employing a qualitative approach, the research utilized methods such as documentary analysis of regulations from education councils (state and municipal), the investigation of public selection processes for music teachers, and case studies in specific education networks. The results revealed a scenario of legislative efforts to adapt to national guidelines, but also the persistence of significant challenges. For instance, documentary analysis of education council regulations showed that 75.6% of the Municipal Education Councils investigated in Rio Grande do Sul have not yet issued their own regulations for compliance with Resolution CNE/CEB No. 2/2016. Furthermore, the investigation into public selection processes for music teachers revealed that, out of the state's 497 municipalities, only 133 conducted selection processes for hiring professionals with higher education in Music. The presence of music in schools is also heterogeneous: approximately 80% of Rio Grande do Sul's municipalities have not yet fully complied with the requirement for supplementary regulations for music education. In a specific study conducted in the state's coastal region, only 29% of municipalities incorporate music into their schools, while 42% do not, and the remaining 29% offer it partially. Notably, there is a lack of awareness among students themselves regarding the compulsory nature of music, with 100% unaware of the legislation, although 82% show positive receptivity to music's inclusion, and 37% still perceive it merely as an extracurricular activity. The main barriers identified for the effective implementation of music education include a lack of instruments and investments (49%), a lack of interest from musicians in teaching (36%), and a lack of general support (14%). It was concluded that, despite legal advancements, the effective integration of music into Brazilian schools demands continuous and collaborative engagement among various educational stakeholders. The study highlighted the need for more targeted public policies that consider local realities and promote the valuing of music education as an essential curricular component, thereby overcoming the paradoxes between what the law mandates and what school practice effectively delivers. This investigation contributes to the debate on educational policy formulation and implementation, offering relevant insights for pedagogical innovation and educational management.

Keywords: Educational Legislation, Curriculum, Teacher Training, Public Selection Processes, Educational Management, Educational Challenges.