4. En quoi une approche philosophique de la perception temporelle peut-elle servir de fondement à l’élaboration de stratégies d’éducation artistique utiles auprès d’étudiantes et d’étudiants atteints de TDAH
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: Cet article traite de la recherchesur la façon dont les étudiantes et étudiants atteints de trouble déficitaire de l’attention avec hyperactivité (TDAH) vivent la temporalité. Privilégiant la perspective phénoménologique, l’autricerecherche des indices suggérant que les étudiantes et étudiants atteints du TDAHperçoivent le temps différemment de celles et ceux qui n’ont pas de TDAH. L’autrice s’inspire des écrits sur la temporalité du philosophe Martin Heidegger pour souligner l’importance de la subjectivité au regard de la perceptionde la temporalité.Elle souhaite ainsi établir un cadre philosophique pour élaborer des approches pratiques d’éducation artistique au secondaire qui tiennent compte des particularités de la perception temporelle chez la clientèle étudiante atteinte de TDAH, de manière à créer un milieu d’apprentissage plus inclusif.
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