TEACHER TRAINING AND INTEGRATION BETWEEN ENVIRONMENTAL EDUCATION AND INCLUSIVE EDUCATION: A COMPARATIVE DIAGNOSIS BETWEEN THE MUNICIPAL NETWORKS OF ITAITINGA AND AQUIRAZ (CE) – BRAZIL
DOI:
https://doi.org/10.18623/rvd.v22.n7.4146Keywords:
Inclusion, Inclusive Environmental Education, Interdisciplinarity, Pedagogical Practices, TransversalityAbstract
This study examines how teachers from the municipal school systems of Itaitinga and Aquiraz, Ceará, perceive the relationship between environmental education (EE) and inclusive education (IE) in their teaching practices. The topic is relevant due to the growing need for educational approaches that integrate sustainability and inclusion as essential pillars of contemporary education. The research adopted a qualitative approach with quantitative support and a comparative design. A structured questionnaire with objective questions was applied to 804 teachers from both municipalities. The data were analyzed and discussed based on legislation and recent academic literature. The results show that, although teachers acknowledge the relevance of integrating EE and IE, there are significant training gaps (particularly in EE) along with limited academic production and specific preparation in inclusive environmental education (IEE). Integration in pedagogical practice tends to rely on individual teacher initiatives, lacking institutional support and collective planning. It is concluded that, despite teachers’ willingness to work collaboratively, actions remain fragmented and inconsistent, and local policies promoting IEE are not yet consolidated. The study emphasizes the need for continuous teacher education, revision of school political-pedagogical projects, and the institutionalization of IEE as a strategic path toward inclusive and sustainable education.
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