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. As a consequence of this trajectory, structural racism has emerged as one of the significant challenges the country must confront to build a model of music education aligned with its social demands and cultural potential. In response to this reality, this paper presents findings from a research project that examined undergraduate music programs at 30 universities across the country. Conducted between February 2019 and January 2025, the project investigates how Brazilian undergraduate music programs incorporate Afro-Brazilian music and Black individuals, highlighting the tensions between institutional inclusion policies and the persistence of colonial structures. The study adopts 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, particularly given the significant strength and impact of Afro-Brazilian cultural production in Brazil, as demonstrated by research in Brazilian ethnomusicology and music education (Araújo, 2006; Pereira, 2020; Queiroz, 2023; Sandroni, 2001). This tendency reinforces the logic of structural racism, historically rooted in the country. Based on this diagnosis, as well as on ethnomusicological and educational initiatives developed nationwide and on studies and proposals systematized in the country since the 2000s, the paper outlines brief decolonial pathways for rethinking and overcoming structural racism in music curricula and pedagogical practices in this context.