This presentation is part of a doctoral research project with the main goal of evaluating the presence of specialist music teachers (SMT) in Portuguese and Brazilian early childhood education institutions (ECEI) and their contributions to the children’s musical experience and education. To this end, a multiple case study (Stake, 2009; Yin, 2010) with a mixed approach was developed. The first stage was an exploratory survey that allowed mapping the presence of SMT in ECEI (0-5 years) in Portugal and Brazil. In the educational systems studied, the single-teacher generalist model predominates; however, evidence collected reveals that the presence of SMT is a reality in various contexts throughout all regions of both countries, in public and in private institutions. The main reasons given by the representatives of the institutions for hiring SMT were the recognition of the importance of music for child development, life and education, and the specialized knowledge and training of SMT that can make music a more meaningful experience for children. The participants in the study emphasized that the pedagogical action of SMT in ECEI is more effective and in-depth, mainly because they provide access to a variety of music instruments and carry out activities with musical and pedagogical goals. These factors are part of the evidence of a growing phenomenon in both countries and confirm ECEI as a relevant field of action for SMT. Challenges such as the lack of economic resources to hire SMT and the need for available SMT with qualified pedagogical profiles for this age group point to the urgence of the revision of music education public policies in terms of early childhood educational programs and goals, teacher training degrees for this age level, and the scientific and pedagogical professional qualifications required to become a music educator in ECEI.

Zarza Project is based on engaging young audiences (Secondary School students) with Zarzuela, a traditional Spanish musical and theatrical genre. As an art form rich in cultural heritage yet often overlooked by modern listeners, Zarzuela's preservation and appreciation among younger generations have become increasingly critical. In a previous study (Authors, 2024) we have addressed the gap in audience engagement by identifying factors that could foster interest and connection with Zarzuela among youth. One of the most important strategies for connecting Spain's Operatic Tradition is to build meaning and give resources to Secondary Education teachers. Then, they could transfer the objectives and activities to the classroom before and after students visit the Zarzuela Theatre to have the embodied experience of listening to the genre in the place designed for this purpose.

Using a participatory action research approach, this study collaborated with the Zarzuela Theatre of Madrid, Teacher Training Educators from Theatre, Voice, Music, Dance, and the city where the project is based. A toolkit was designed, including multimedia resources, interactive activities, and contextualized storytelling techniques that align with students' interests. Workshops were conducted to train teachers in the student-centered approach, emphasizing the stimulation of intrinsic motivation and student-active learning. Feedback will be collected through Secondary teachers’ surveys, and teacher interviews (focus groups) to assess the effectiveness of these strategies.