This chapter takes as a reference the research report of the work plan entitled “Musical education in a quilombola community: self-narrated experiences by an undergraduate student in music education.” The project is linked to the Music Licentiate Research Group, structured in the direction of Semiotic Cultural Psychology, maintaining an interface with the fields of Education, Music Education, and Ethnomusicology. The research problem addressed in this work was guided by the following question: given the multiple spheres of professional experience presented by the music teacher through his life trajectory, how does this individual navigate different contexts, considering the tensions and ambivalences established when crossing the boundary of teaching music in a quilombola community to children and adolescents at risk of ethnic-social vulnerability?