This research aims to investigate Racial Literacy – a critical understanding of racial dynamics and their social implications, enabling individuals to recognize, question, and combat structural racism – and Pigmentocracy – one of the racist manifestations which considers skin color an important factor of social stratification. These topics emerge in the narratives of light-skinned black undergraduates at the Pontifical Catholic University of Rio de Janeiro (PUC-Rio). In these narratives we focus on how the participants construct their racial identities, the meanings attributed to these, as well as how these develop in social interaction, to reflect on the development of multiliteracies, especially Critical Racial Literacy and Literacy of Re-existence, as a continuous presence at university. The theoretical framework of this research, guided by a qualitative-interpretative methodology, draws on categories stemming from Narrative Analysis. This enables us to prioritize a micro social perspective of the accounts provided in the semi-structured interviews conducted with three participants, paying attention to the social encounters brought to life during storytelling. The interactions which develop as these story worlds unfold at once reinforce and disrupt settled social arrangements which become visible as a result of narrative practice. Hence, the analyses direct us towards the identity practices of these students related to discursive conflicts surrounding racism in a largely white elitist institution situated in Rio de Janeiro s South Zone: PUC-Rio; as well as they present the importance of the effects of racial literacy in the professional daily lives of these students.