Denied knowledge and the construction of innovative practices in schools affected by socio-technological disasters in Ouro Preto, Minas Gerais, Brazil

Abstract

This article explores the innovative practices and alternative pedagogies developed in the district of Antônio Pereira, Ouro Preto, Minas Gerais, Brazil, in the context of the extension course «Mental Health in Schools and Beyond». Through the approach of «denied knowledge» —knowledge and practices marginalized by hegemonic systems—, it examines how local schools, in partnership with universities, have promoted a significant educational renewal. Antônio Pereira, a historically and culturally rich territory, faces profound environmental and psychosocial vulnerabilities resulting from mining, which intensified in the region throughout the 20th century, especially since 1970. The course created collective spaces to address the psychosocial impacts generated by historical exclusion and environmental degradation. Methodologies such as dialogue circles, psychomotor and integrative practices were used to strengthen care for the body, mind and territory, promoting the development of welcoming and resilient schools, committed to community empowerment. The importance of intersectoral care networks that connect health, education and the community, promoting acceptance, dialogue and the promotion of mental health, is highlighted. These practices resist homogenization and reaffirm local knowledge, presenting an inspiring model of alternative pedagogy that redefines the school as a space for social, environmental and mental health innovation.