In the socio-educational context of schools in the urban perimeter of Boa Vista/Roraima, the prevalence of educational practices still based on homogenizing visions about the diversity and sociocultural plurality present in the Amazonian context is apparent. The public institutions of basic education located in Boa Vista are spaces made up of students of different origins and ethnic groups: native indigenous people and those from other countries, people from Roraima and migrants from other national states, foreigners, such as Venezuelans, Guyanese, Peruvians and Haitians, for example. example. In this universe, the following problem is investigated: What are the contributions of teaching work to the learning of indigenous students in urban state schools in Boa Vista/RR, from a teaching practice based on the intercultural perspective? The research was based on the theoretical assumptions of Critical Discourse Analysis (CDA), by Norman Fairclough. The study corpus came from educational institutions, research participants, sampling by categories, followed by data analysis. The results showed that, in these spaces, an effort emerges in search of effectiveness in continuing teacher education, with a focus on interculturality. In learning, a fragile intercultural pedagogical practice was found in the teaching-learning process of indigenous students in an urban context.