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Music teaching is a revealing field for the study of art as a tool for everyday pedagogical action because it allows us to examine the relationships between its main “actors. Throughout this article, this instruments are going to be our guides to discover the territories where students move and live and how these object are essential mediators for the personal an social development of the students. The results presented are based on ethnographic research in three music education programs: El Sistema in Venezuela; Neojiba in Brazil and Orquesta Geração in Portugal. It also expresses the paradox of how the most socio-economically disadvantaged territories can be the best contexts to reinforce the link between students and music.