According to data from the Brazilian Institute of Geography and Statistics from 2010, there are, in Brazil, 45 million people who declare that they have some type of disability. Among these, 6.5 million people are visually impaired, 582 thousand of whom are blind and 6 million have low vision (BRASIL, 2011). The data presented by IBGE demonstrate a significant number of people with visual impairment in Brazil. Therefore, it is necessary to promote teacher training to provide equal care to this population. According to Decree 7611/11 Art.1st Item I, it is the State's duty to “guarantee an inclusive educational system at all levels, without discrimination and based on equal opportunities”. In this sense, it is essential that the educator is prepared to serve students with different types of functional diversity. Below, some notes are presented about the musical writing system in Braille and the process of teaching and learning music by this population. The Braille system and the Braille musical writing system, the so-called Braille musicography, were created by Louis Braille at the beginning of the 19th century. However, Braille Musicography was modified several times in order to improve and unify the musical code in Braille (GIESTEIRA, 2011). After several meetings and conferences, held between 1888 and 1994, the unification of Braille Musicography occurred in 1996 and resulted in the development of the New International Manual of Braille Musicography, originally published in English in 1997, translated into Spanish in 1998 and into Portuguese in 2004. Due to the recent systematization, there is a lack of teaching materials, updated literature, score transcribers, trained professionals and publications related to the topic (GIESTEIRA; GODALL, 2012). Theoretical foundation Several books and materials related to Braille score transcription will be used as a research source, such as the New International Manual of Braille Musicography (2004), An Introduction to Music for the Blind Student (2000), Introduction to Braille Music Transcription (2005), Music Braille Code (2007) and Simplified manual of Braille musicography: version for the blind (2001). Furthermore, to assist in the theoretical foundation, authors such as Berteveli, (2010), Giesteira, (2013), Giesteira; Godall (2012), Giesteira (2015) Herrra, (2010a, 2010b, 2010c), Bonilha, (2009, 2010), Goldstein (1994, 2000), Jimenez (2004), Smaglio (1998), among others. General objectives Create support for the music teacher’s role in the context of Inclusive education. Specific objectives Create teaching material for training teachers and transcribers in Braille musicography. Promote the training of community teachers and music students at Unespar to teach people with visual impairments. Promote reflection and research in special musical education.