This article presents a proposal of alternative principles for music education in a Latin American context. First, predominant educational models are described that, from a historical perspective, have determined the development of musical education in this context: "Jesuit" and "conservatory" educational models and an aesthetic-formalist paradigm. Next, the main characteristics of the praxial philosophical approach are exposed, and a theoretical perspective is constituted as an alternative to the identified predominance. This work concludes with a proposal of educational principles, which have been generated from a theoretical contrast between detected models and the praxial philosophical approach. This proposal seeks to contribute to future research as well as for pedagogical reflections, innovation processes in the curriculum as well as in didactics, methodologies, continuous teacher training, and the design and dissemination of educational resources.