Acceso epistémico y la tiranía del tiempo performativo: tecnologías y estrategias para una inclusión estructural en la educación superior musical
Palabras clave:
Acceso Epistémico, Educación Superior Musical (AFAM), Aprendizaje Auditivo, Discapacidad Visual, Universal Design for LearningResumen
La contribución analiza las tensiones estructurales entre la inclusión en la educación superior musical y su arquitectura institucional, destacando los límites de las adaptaciones visuales convencionales en contextos de baja visión. El análisis de un estudio de caso muestra cómo la remediación cromático-tipográfica genera una carga cognitiva excesiva y una asincronía temporal incompatibles con la práctica de conjunto. Como alternativa al paradigma protésico-compensatorio, se propone un modelo formativo multimodal basado en musicografía Braille, aprendizaje auditivo estructurado y estrategias mnemónico-perceptivas apoyadas por tecnologías hápticas y de audio. La auralidad se reconfigura como eje generativo de la competencia musical y la tecnología educativa como agente sistémico de transformación, en consonancia con el Universal Design for Learning y con el artículo 24 de la Convención de la ONU sobre los derechos de las personas con discapacidad, hacia un ecosistema formativo accesible más allá del primado de la legibilidad visual.
Citas
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