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As a human condition that involves several dimensions of life, disabilities require knowledge and action from agencies and entities to meet the biopsychosocial and informational needs of users of public products and services. In this sense, accessibility fulfills the role of providing access to documents and information, by means of the adoption of assistive technologies, universal design and implementation of programs and institutional actions that aim at the entrance and permanence in institutional spaces. It starts from a humanitarian bias which is part of social commitments included in a global agenda for the protection of disabled people's rights, such as the United Nations' Agenda 2030 and the standards ISO 26000 – Social Responsibility and ABNT NBR 16001 – Social Responsibility – Management System – Requirements. This paper aims to identify the existence or lack of interest and formalization in the teaching of accessibility and related themes – access, users, and social inclusion – in undergraduate courses of selected Archival Science programs in Brazil. To that end, the research employed methodological procedures including bibliographic research in databases and academic journals in the field, as well as documentary examination of the program’s Political Pedagogical Projects (PPPs). The findings highlight the scarcity of these themes in the curricula, which impacts the effectiveness of access to archives.
Rangel et al. (Mon,) studied this question.