Taking into consideration the complexity of the educational trajectory of teachers and its possibilities for building subjectivities and their identities, this study aims to analyze the way the gender, race and class are articulated to foster the insertions, experiences and identities of black women in a Chemistry Teacher Training course. Pierre Bourdieu is used as a reference author, understanding the academic field as a relational space constituted by agents with different volumes and types of capital, who mobilize ways to take part and remain in this context. Therefore, throughout the study, Bourdieu s concepts are articulated with other studies in the area and with some black authors, for instance, Carla Akotirene, Grada Kilomba, Silvio Almeida, bell hooks and Lélia Gonzales. This thesis discusses the access of black women to the Chemistry Degree Course at the Instituto Federal do Rio de Janeiro - Duque de Caxias campus (IFRJ-CDUC) and what influences it. In addition to that, this text analyzes how these black women perceive themselves and experience Higher Education and the institutional culture, the behaviour that were built during their relationships with other agents in the academic field, the mechanisms mobilized for the permanence and success in the course and how the institution has been contributing or not to the rupture with the reproduction of the social order. The reference group for this research is students attending the sixth, seventh and eighth semesters in 2020.1 and graduates, who self-identify as black or brown and in this work are grouped in the black racial category. By opting for a qualitative analysis, initially semi-structured online questionnaires were used to map the students and graduates. From the data obtained, not only the profile of the target public of this study was defined, but also it was possible to carry individual semi-structured online interviews out with five undergraduates and ten graduates, who proposed to participate in the research. From the results, it became possible to identify structural racism regarding the participants choice of the course construction, mostly guided by what they considered feasible according to their social origin. At the same time, the family influence is evident in terms of inheritance of cultural capital and the investments made for the permanence of the students. During the development of the research, themes such as colorism and black representation are discussed, associated with reports brought by the interview participants and their impact on the construction of the perceptions they have of themselves. It is also observed the construction of symbolic violence in the academic field, due to the difference between the cultural capital valued by the institution and the one from the black women s origin, as well as, the racism of some agents, devaluation of the racial discussion in the curriculum of the course and the women professional insertion difficulties after graduation. Finally, in terms of permanence, the research points out that the affective relationships built in the field and the support policies and projects of the IFRJ-CDUC have made a difference in the success of black women in the course.