The border school is challenged to rethink its practice and to find ways to work the diversity, since it is the meeting point of different people coming from different cultures, races and ethnicities, which coexist in the same space in which as relations are permeated by different family, cultural and social teachings. In view of this, we understand that it is relevant to know and discuss these issues. In this research, we seek to analyze the educational process and relations between Brazilian non-indigenous, indigenous and Guianese students of the Aldébaro José Alcântara School, located in the municipality of Bonfim-RR, which borders the Cooperative Republic of Guyana. The participants were educators and high school students. An analysis of the data showed that educators have difficulties in dealing with conflicting questions of prejudice and discrimination among students, especially those related to the challenges faced by indigenous students, coming from the nearby communities, pointing out the need to elaborate a Political Pedagogical Project and a Curriculum School, built from the cultural and ethnic reality of the school. The study considers that a school community should rethink its practice, in order to consider the diversity so strongly present in this border school.
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