Accessibilità epistemica e tirannia del tempo performativo: Tecnologie e strategie per un’inclusione strutturale nell’Alta Formazione Musicale
DOI:
https://doi.org/10.7346/-fei-XXIV-01-26_05Parole chiave:
Accessibilità epistemica, Alta Formazione Musicale (AFAM), Apprendimento aurale, Disabilità visiva, Universal Design for LearningAbstract
Il contributo analizza le tensioni strutturali tra l’inclusione nell’alta formazione musicale e la sua architettura istituzionale, evidenziando i limiti degli accomodamenti visivi convenzionali nei contesti di ipovisione. L’analisi di un caso studio mostra come la rimediazione cromatico-tipografica generi un carico cognitivo eccedente e un’asincronia temporale incompatibili con la pratica d’insieme. In alternativa al paradigma protesico-compensativo, si propone un modello formativo multimodale basato su musicografia Braille, apprendimento aurale strutturato e strategie mnemonico-percettive supportate da tecnologie aptiche e audio. L’auralità è riconfigurata quale asse generativo della competenza musicale e la tecnologia educativa come agente sistemico di trasformazione, in coerenza con l’Universal Design for Learning e con l’art. 24 della Convenzione ONU sui diritti delle persone con disabilità, per un ecosistema formativo accessibile oltre il primato della leggibilità visiva.
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