he proposition to reflect on higher music (educ)ACTION stems from a linguistic provocation that aims to reveal the dimension of action, practice, and praxis within the processes of teaching-learning in higher education in music. 2 This play on words takes education in its "problematizing" dimension by way of a "preoccupation with people as beings in the world and with the world; preoccupation with what and how they are 'being'" (Freire 2015, 100).The problematizations presented herein depart from the notion that music, as a social and relational practice, occupies any spaces in a multitude of actions and T Action, Criticism, and Theory for Music Education 18 (3) Euridiana Silva Souza. 2019. Higher music (educ)ACTION in southeastern Brazil: Curriculum as a practice and possibilities for action in (de)colonial thought.