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The article presents data from a case study carried out in a municipal public school in Duque de Caxias, Baixada Fluminense, in Rio de Janeiro. In this article, we present reflections from the pedagogical workshops held between August and December 2019, with six Brazilian children and five in immigration situations enrolled in the 1st EF segment. In the period, we tried to hear the children's voices and get to know their perceptions about the process of welcoming children and families in situations of immigration in public schools. We adopt the intercultural perspective as a mobilizer of our practical interventions and theoretical reflections, and we understand the culture of childhood in its interpretative dynamics and play as an open field and crossed by transitional phenomena. In this article, we discuss how the immigration process implies the invention of new places with the senses and feelings brought from other places: play as a way of producing multi-territoriality. We also see, as a result of the research, the importance of knowing the children's interpretations and constructions, of involving them in the debate and facing the dilemmas of the present time, in addition to the necessary adoption of a linguistic policy that values native languages as a possibility and power of constant recreation of the Brazilian school. [ABSTRACT FROM AUTHOR]