This article presents a research inserted in the context of the Portuguese as a Foreign Language (PLE, in Portuguese), more specifically in the Projeto de Extensão Português Brasileiro para Migração Humanitária (PBMIH), developed by the Letters course and linked to the Programa de Extensão Política Migratória e Universidade Brasileira (PMUB) from the Federal University of Paraná (UFPR, in Portuguese). We verified how the Intercomprehension Concept (IC), which is comprised as a didactic tool, could integrate the set of methodological strategies for the teaching and learning of Brazilian Portuguese and thus bring important perspectives to the PBMIH. We argue based on the theoretical-methodological discussions about IC as a didactic concept for language teaching and as a structuring axis of the Pluralistic approaches in language teaching didactics. The elements here analyzed came from the execution period in the PBMIH during the first semester of 2018. In this exploratory space of research, we were able to observe classes, analyze the didactic materials that were produced, and avail from them as reflection sources. We expected to verify how the didactic resource of Intercomprehension could occur - in classes and materials. We aimed to show how IC can be a didactic tool to be integrated into the PBMIH dynamics, and how it may help to promote Portuguese learning - in a plurilingual and multicultural perspective. In addition, we assume that our reflections may support the preparation of classes and didactic materials in the context of Brazilian Portuguese teaching as a host language, that pursue the use of IC as a didactic tool.