“ELE VEIO PARA UM AMBIENTE DE PAZ E DE ACOLHIMENTO”

Considering the growing Venezuelan migration toward countries in Latin America, it has revealed multiple challenges in the Brazilian context, particularly in the educational field. In this scenario, the present essay develops reflections on teaching practices in a municipal public school in Recife-PE, focusing on their relationship with migrant students from Venezuela. The study is grounded in ethnographic procedures, including participant observation, semi-structured interviews, and systematic field-note records. Fieldwork was conducted across four distinct moments, allowing for immersion in the school routine and for an interview with the teacher responsible for a first-grade primary education class. As a theoretical and analytical framework, this study adopts the perspective of critical interculturality in education, understood as an approach that enables the recognition, problematization, and construction of inclusive educational practices in the face of cultural diversity, with particular attention to the contemporary migratory phenomenon originating from Venezuela. The findings, based on the teacher’s narrative and the researcher’s ethnographically informed experience, indicate that despite the lack of institutional support, the pedagogical practice observed fosters reflections that contribute to the construction of an interculturally critical collective pathway within the everyday school context.