This paper aims to comprehend the Social Cognitive Theory contributions to the context of inclusive education in Brazil through a literature review executed in five databases: Pepsic, Redalyc, Latindex, Scielo, and Lilacs, to acknowledge the state of the art when in the context of a link between the previously mentioned concepts. The criteria for selecting the publications were: theoretical review papers or applied studies about self-regulated learning and self-efficacy through the socio-cognitive perspective published within the last five years. Nine articles resulted from the descriptors: “Self-efficacy and Inclusive Education” and two from “Self-regulation learning and Inclusive Education”. The results reveal the importance of self-regulated learning and self-efficacy for inclusive educational practice, especially regarding teaching work success. However, few publications are approaching these concepts, applying them to the inclusive education context or the student's learning.

Self-regulated learning, Self-efficacy, Social cognitive theory, Inclusive education.