nÃo hà / Esta pesquisa de mestrado à referente ao ensino de mÃsica nas escolas regulares de ensino fundamental do municÃpio de Caucaia. O municÃpio realizou em 2009 concurso pÃblico para provimento de cargos efetivos para professor de mÃsica do 6 ao 9 ano do ensino fundamental, fazendo jus a Lei N 11.789 (BRASIL, 2008) que torna a mÃsica conteÃdo obrigatÃrio na educaÃÃo bÃsica. Diante disso procurou-se conhecer a realidade do ensino de mÃsica no municÃpio de Caucaia atravÃs de respostas a seguinte problemÃtica: como os professores de mÃsica aprendem a ensinar mÃsica nas escolas? O objetivo desta pesquisa à conhecer o processo da aprendizagem da docÃncia do professor de mÃsica do municÃpio de Caucaia, procurando responder à questÃo acima atravÃs de uma abordagem qualitativa, utilizando como mÃtodo cientÃfico, um estudo de casos mÃltiplos com seis professores de mÃsica do municÃpio, efetivados atravÃs do concurso de 2009. Esse trabalho traz dados concretos de como os professores de mÃsica aprendem na sala de aula, refletem a sua prÃtica docente e como se articulam entre si para trocar e construir conhecimento. Esta pesquisa tambÃm traz conhecimentos sobre o currÃculo em que esses professores se baseiam para exercer as suas bases pedagÃgicas e por fim, como fazem para viabilizar o ensino de mÃsica em suas escolas e no municÃpio de Caucaia. / This paper is about the Music Education in regular basic education schools in the county of Caucaia - Brazil. The county held in 2009 a Public Service Competitive Examination for the provision of effective positions for Music Teacher from 6th to 9th grade of elementary school, living up to the Law No. 11,789 (BRAZIL, 2008), which makes the Music subject mandatory in the Basic Education. The objective of this research is to understand how the Music Teachers learn the subject, so they can teach it in schools. The main theoretical framework of the research is based on: Mizukami (2004;2005), with his studies on the learning of teaching; Silva (2015), with his research on Curriculum Theories; and Silvino (2007), with the proposal for Music Education. The methodology used, through a qualitative approach, was a multiple cases study. Six County Music Teachers were chosen and interviewed, hired by the said Public Service Competitive Exam. According to the data analysis and the results of research, nothing is ready. The Music Teacher has been building his teaching skills through the reflection on his own practice and the experience exchange in the learning communities, among teachers themselves. The Music Education in the county, alienated to the schoolâs program, has been building its own curricular identity, having as a priority education on: music, aesthetics and integral human aspects of the student. In addition, regarding the viability of Music Education, there is a methodological multiplicity according to the experience and training of each teacher.