Pinto, Heverton Eustaquio2025-04-072025-04-072024PEDROSA, Helen Simone Damas Alves. Abordagem integrada para o desenvolvimento regional sustentável: políticas públicas na interseção entre educação especial e sustentabilidade ambiental inclusiva. Goiânia (GO), 2024. 77 f Dissertação (Mestrado Profissional em Desenvolvimento Regional) - Centro Universitário Alves Faria, 2024https://repositorio.unialfa.com.br/handle/123456789/590This dissertation addresses the intersection of public policies for special education and inclusive environmental sustainability within the context of Brazilian regional development. The research is grounded in the need to understand how the integration of these dimensions can promote educational equity and environmental awareness, contributing to sustainable development. The main objective is to evaluate public policies that articulate educational inclusion and sustainable practices, identifying challenges and opportunities for their implementation at the regional level. The research question guiding this study is: “How do public policies for special education and inclusive environmental sustainability impact regional development in the Brazilian educational context, promoting equal access and environmental awareness for students with diverse abilities and needs?” To address this question, a quantitative methodology was employed, based on a systematic literature review and scientometric analysis. The discussion process was supported by authors such as De Melo and Leal (2023), who emphasize the need for an intersectoral approach to inclusion and sustainability; Santos (2021), who highlight persistent challenges related to discrimination and exclusion; and Piovesan (2005), who stress the importance of adapting public policies to regional realities. Additionally, Loureiro and Da Silva (2021) and Inglát (2023) underscore the need for continuous teacher training and curriculum adaptation as essential pillars for inclusive and environmental education. The results show that the articulation between special education and sustainable environmental practices fosters advancements in accessibility, inclusion, and environmental awareness. However, gaps remain concerning teacher training, curricular adaptations, and the absence of effective mechanisms for quantitative evaluation of these initiatives. It is concluded that the integration of inclusive educational and environmental policies is a key vector for sustainable regional development. Strategies such as continuous teacher training, curriculum flexibility, and systematic monitoring are recommended to ensure the effectiveness and sustainability of the proposed actionsptDesenvolvimento regionalEducação inclusivaPolíticas públicasAnálise cienciométrica