Brazil has become a destination for crisis migration. For the most part, the teaching of Portuguese has been in the hands of civil society, in courses of Portuguese as a Host Language (hereinafter PLAc) organized by Non-Governmental Organizations (NGOs), religions institutions and cultural associations. In these initiatives, Portuguese classes are generally taught by volunteer teachers who have no training in the teaching and learning of foreign languages or PLAc. Therefore, this chapter aims to discuss alternatives for the teacher training of PLAc teachers. Our proposal is based on two components. The first is the linguistic component, which aims to bring teachers closer to the plurilingualism inherent in all individuals through plurilingual education and to the notion of marginal language. The other dimension is the component of affect and attitudes, which prepares teachers for a subversive education through the notion of corazonar. The discussion on how teacher training can open pathways for pedagogical practices that stand against the violence experienced by migrant communities will be based on the observation of four PLAc teachers and the transformations in their attitudes toward migrant students following their participation in a teacher training course.