Accès épistémique et tyrannie du temps performatif: technologies et stratégies pour une inclusion structurelle dans l'enseignement supérieur musical
Mots-clés :
Accès Epistémique, Enseignement Supérieur Musical (AFAM), Apprentissage Auditif, Déficience Visuelle, Universal Design for LearningRésumé
L'article analyse les tensions structurelles entre l'inclusion dans l'enseignement supérieur musical et son architecture institutionnelle, en mettant en lumière les limites des aménagements visuels conventionnels dans les contextes de basse vision. L'analyse d'une étude de cas montre comment la remédiation chromatico-typographique des partitions génère une charge cognitive excessive et une asynchronie temporelle incompatibles avec la pratique d'ensemble. En alternative au paradigme prothétique-compensatoire, un modèle de formation multimodal est proposé, fondé sur la musicographie Braille, l'apprentissage auditif structuré et des stratégies mnémonico-perceptives soutenues par des technologies haptiques et audio. L'oralité auditive est reconfigurée comme axe génératif de la compétence musicale et la technologie éducative comme agent systémique de transformation, en cohérence avec l'Universal Design for Learning et l'article 24 de la Convention de l'ONU relative aux droits des personnes handicapées, vers un écosystème de formation accessible au-delà de la primauté de la lisibilité visuelle.
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