Resumen:
In the latest school census of 2023, there was an increase in the enrollment of special education students in ordinary classes. Despite indicating greater access to the regular education system, this scenario calls for in-depth curricular reflection and generates uncertainty for the school community as a whole, and particularly for music teachers who also suffer from a lack of teaching materials. This dissertation aims to understand how music teachers deal with school inclusion in public schools in Salvador. The theoretical framework used was Albert Bandura's Self-Efficacy Theory (1997), a construct of Social Cognitive Theory (SCT). The research was divided into two main studies. The first, a survey, aimed to draw up a quantitative profile of music teachers and their perceptions of inclusion in schools in the city of Salvador, and the second, a semi-structured interview which examined in greater depth the experiences and obstacles faced by these teachers. The analysis was based on Content Analysis, as defined by Laurence Bardin (2011). A systematic review of the Brazilian academic literature was carried out to understand the knowledge produced in the country about music teachers from the perspective of inclusive education, especially in basic education. The analysis showed a disparity between public policies and pedagogical practices. An analysis was also carried out on the current context of municipal and state public schools in Salvador, especially on the teaching of Music/Arts and school inclusion, based on a bibliographical survey and comparison of documents made available by both the Salvador municipal education department and the Bahia state education department. The results show that although teachers have moderate confidence in their abilities (self-efficacy), there is a great need for specific training and material resources to support the inclusion of students with disabilities. In addition, there is a need to improve public policies for better school inclusion in Salvador.
