Abstract
The present study was carried out in a State Conservatory of Music of Minas Gerais, in the city of Uberaba-MG, using a qualitative approach. The objective was to identify the challenges experienced by teachers in teaching music to students with special educational needs. Due to a demand presented by the institution regarding the problems experienced by teachers in school inclusion in music teaching, five focus groups were held with teachers, with data recorded in digital media, transcribed and analyzed based on the theme of analysis and content. Thus, we obtained the results classified in seven categories: (1) students with clinical conditions; (2) organization of classrooms; (3) being a teacher of a student with special educational needs; (4) teacher education and training; (5) methodologies of music classes; (6) inclusion - laws versus practice; and (7) support from family and colleagues. It was noticed the need for training and specialization of teachers and the lack of support offered by the state and the institution for the effective practice of inclusion. Then, further studies are suggested on the subject of training professionals about the inclusion of students with special educational needs in music education, in order to expand a cultural discussion about accessibility in these spaces of musical training.
Inclusive education; Conservatory; Teachers; Music