Acesso epistêmico e a tirania do tempo performativo: tecnologias e estratégias para uma inclusão estrutural na educação superior em música
Palavras-chave:
Acesso Epistêmico, Educação Superior em Música (AFAM), Aprendizagem Auditiva, Deficiência Visual, Universal Design for LearningResumo
O artigo analisa as tensões estruturais entre a inclusão na educação superior em música e sua arquitetura institucional, destacando os limites das adaptações visuais convencionais em contextos de baixa visão. A análise de um estudo de caso mostra como a remediação cromático-tipográfica das partituras gera carga cognitiva excessiva e assincronia temporal, incompatíveis com a prática de conjunto. Como alternativa ao paradigma protético-compensatório, propõe-se um modelo formativo multimodal baseado em musicografia Braille, aprendizagem auditiva estruturada e estratégias mnemônico-perceptivas apoiadas por tecnologias hápticas e de áudio. A auralidade é reconfigurada como eixo gerador da competência musical e a tecnologia educacional como agente sistêmico de transformação, em consonância com o Universal Design for Learning e com o artigo 24 da Convenção da ONU sobre os Direitos das Pessoas com Deficiência, em direção a um ecossistema formativo acessível para além do primado da legibilidade visual.
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