PERCEPTIONS OF THE INTEGRATION BETWEEN ENVIRONMENTAL EDUCATION AND INCLUSIVE EDUCATION: A CRITICAL ANALYSIS

This article aims to investigate teachers' perceptions regarding the integration between Environmental Education (EE) and Inclusive Education (IE) in the Brazilian educational landscape, focusing specifically on the state of Ceará. Through a critical analysis of current laws, an adapted integrative review (conducted on the Google Scholar platform with a time frame between 2015 and 2025, using descriptors in Portuguese) and the identification of obstacles in public policies, the study reveals a significant gap between normative discourse and school reality. The results indicate that, although Brazil has robust legislation on EE and IE, the application of these guidelines in schools is marked by weaknesses. Teachers report difficulties in articulating environmental content transversally and in adapting methodologies for students with disabilities, due to a lack of continuing education, insufficient pedagogical resources, and limited institutional support. In Ceará, in particular, isolated and disconnected actions from the curriculum predominate, reflecting a superficial approach to these themes. The intersection between EE and IE emerges as an innovative perspective, capable of promoting pedagogical practices that unite sustainability and equity. However, this integration is still neglected, both in the literature and in daily school life. The implementation of this proposal requires the engagement of managers, educators, and the community, aiming at the formation of critical citizens aware of their environmental and social responsibilities.