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Banco de Produtos Educacionais Acessíveis (BPEA) como proposta estratégica para Núcleos de Acessibilidade
(Universidade Federal do Pará, 2024-06-24) WANZELER, Jaqueline do Nascimento Brito; SARDINHA, Ana Paula de Andrade; http://lattes.cnpq.br/5647500559593317; COUTO, Danielle Costa Carrara; http://lattes.cnpq.br/4583227212550116; https://orcid.org/0000-0003-3810-1686
The objective of this work was to develop a prototype of a Bank of Accessible Educational Products (BPEA) that support Accessibility Centers in Higher Education. In this context, the BPEA enables the standardization and storage, search/consultation, preservation and sharing of institutionally prepared Accessible Educational Products (PEA). The research was divided into five moments: 1) In the first phase, a bibliographical search was carried out in the data-bases between 2020 and 2023 on topics of interest; 2) Technical visits were then carried out at the Accessibility Coordination at the Federal University of Pará (UFPA) and at the Amazon Center for Accessibility, Inclusion and Technology at the Federal Rural University of the Amazon (UFRA) with interviews and application of the form on Google Forms and collection an exhibition of Accessible Educational Products created in the last five years; 3) In this phase, planning began through diagrams using Unified Modeling Language (UML) in the relational model; 4) PostgreSQL implementation of the database in the specificities/functionalities raised in partnership with the Institutional Scientific Initiation Scholarship Program (PIBIC)-UFPA 5) In the last phase, validation tests were carried out based on the Digital Preservation Reference Model ( OAIS) using the Likert scale (in four scales). You Selected experts were from four groups (teachers, pedagogues, accessibility and information technology professionals) and the validation results demonstrate the potential to contribute to accessibility services in the “Curriculum, Communication and Information” axis of the Include Program of the Minis-try of Education. Finally, it is believed that the BPEA prototype demonstrates how necessary the automatic management of Accessible Educational Products is to improve the lives of education professionals and apprentices, in addition to contributing to the evolution of Accessibility Centers in Higher Education in Brazil.