Silva, Paulo Sérgio Rodrigues daCosta, Josué Souza daSilva, Patrícia Sousa da2026-09-032026-09-032026https://repositorio.ifrr.edu.br/handle/123456789/528This experience-report article aims to reflect on manifestations of linguistic prejudice and their effects on the teaching and learning of Venezuelan migrant students in Pacaraima, Roraima. The study combines two Supervised Curricular Internships in Portuguese Language and Literature, carried out between 2024 and 2025 in a municipal school and a state school, with four years of the first author's professional experience in the municipal education system. Approximately 245 students aged 11 to 18 were followed during the internships; at the municipal school where the first author works, about 90% of nearly 320 students are Venezuelan. A qualitative, applied, descriptive, and exploratory approach was adopted, based on participant observation, internship records, a field diary, and thematic analysis. The findings were organized into three categories: exclusive valorization of Portuguese and restriction of Spanish; silencing, insecurity, and reduced participation; and inclusive pedagogical strategies. The observed data show that the immediate imposition of Portuguese may transform a pedagogical orientation into a mechanism of exclusion, whereas welcoming practices, translanguaging, cooperation, and recognition of students' previous repertoires foster participation and learning. The study concludes that teaching Portuguese in border regions requires intercultural mediation capable of combining access to the standard variety with respect for students' linguistic and cultural identities.pt-BRAttribution-NonCommercial-NoDerivs 3.0 BrazilPreconceito linguísticoEducação de fronteiraMigração venezuelanaEnsino de língua portuguesaDiversidade linguísticatcc_graduacaoLINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA