This thesis investigates the field of teaching Portuguese as a Welcoming Language (PWL), reflecting, through narratives, on the pedagogical practices and linguistic ideologies of teachers working in this area and addressing the complexity of teaching in contexts of vulnerability. The research, using a qualitative and interpretative approach, analyzed narratives of eight PWL teachers, seeking to understand how their experiences influence their practices. The focus was, more specifically, on analyzing the teachers perceptions about their experiences in the classroom and problematizing the linguistic ideologies that guide these practices. The state of the art of PWL shows the emphasis given to its target audience, learners who are in refugee situations, but discussions from perspectives that place the teachers experiences as central figures seem to receive little attention; the plural and complex nature of this teaching context highlights the need to reflect on the specificities of PWL. The research starts from a metapragmatic approach, which considers teachers as reflective agents. To discuss the context of PWL teaching, I draw on the concepts of translanguaging, interculturality, and pluricentrism, in addition to the theories that underpin the understanding of language in this research, including social and linguistic ideologies and narrative analysis. After analyzing the narratives of the teachers participating in the research, it was possible to observe that they recognize the urgency of teaching PWL as an emergency aspect, emphasizing the need for a sensitive and welcoming perspective that goes beyond teaching the language itself. The narratives also point to the lack of specific teaching materials and the importance of methodologies that consider the reality of students, addressing not only language learning, but also social and cultural inclusion. The great challenge in the area, also pointed out by the teachers in their narratives, is the understanding of PWL as a strand of AL teaching that needs to be developed in all its aspects. The narratives highlight the need for greater support and recognition of teachers and the consequent reduction of their voluntary nature, which, despite being very important and admirable, can, on the other hand, be a limiting factor for their legitimacy. This work was developed with the aim of contributing to a deeper understanding of PWL teaching, proposing that teacher development should include a critical reflection on the ideologies that guide practice, promoting teaching that respects and values the cultural diversity of learners. Finally, I highlight the need for more effective public policies and for strengthening teacher training so that it can adequately meet the demands of PWL, expanding the possibilities for professionals to act and achieve the objective of welcoming and socially including learners.