This paper proposes a theoretically discuss about the impact that some false friends may cause in the interaction between Brazilians and Hispanic learners. Thus, the PFL teacher should take an intercultural approach and, in this way, lead his apprentice to be the protagonist in this hole teaching-learning space. This process provides a greater awareness of linguistic and cultural differences in PFL teaching for Spanish speakers. For this end, we will go through a brief theoretical tour on the historical and linguistic similarities between Portuguese and Spanish as found in Sweet (1964), Takeuchi (1980), Almeida Filho (2001), Sanchéz-Élez (1989), Ilari (200), and others; on heterosemantic words or false friends in Bechara (1998), Leiva (1994), Vita (2005), Ortiz Alvarez (2002) and Weinreich (1968); on lexicultural concepts in Matos (2008), Kecskes (2015), Biderman (2006) and Barbosa (2009). And, finally, on interculturalism in Kecskes (2015) and Mendes (2004).