As an adoptive father and an enthusiast of this subject (Moreira, 2020; Pires; Sales, 2020; Costa and Rosetti Ferreira, 2007; Dias et al, 2005), I decided, in this research, to bring to light two important aspects regarding this context: the adoption of older children and adolescents (Vargas, 1998; Jubé, 2018; Souza, 2012) and the interracial adoption (Espíndola, 2020). Since I began reading about the theoretical assumptions of Applied Linguistics and about its interest in looking into the phenomena of social life (Moita Lopes, 2006), I started looking for conncetions between my theme and this area of research in order to – through experiences lived by my family and by two other close families – construct my work. Thus, this thesis has the general objective of understanding, through the promotion of exploratory conversations (Moraes Bezerra, 2007; Nunes, 2017), the emotions (Barcelos, 2013; Maturana, 2001; Zembylas, 2014) that emerge in the narratives of white parents of black older children and adolescents about situations of racism that their children go through or have been through. Furthermore, I chose to analyze the (co)constructions of these emotions as evaluative processes (Cortazi; Jim, 2001; Nóbrega, 2009) that can appear in narratives to generate understandings and critical reflections about racism, investigating how these parents deal with the stigmas (Goffman, 2004) their children suffer and reflecting about their position as people who are part of a racist society and as holders of privileges from whiteness (Bento, 2002; Schucman, 2012). Aligned with the qualitative research paradigm (Denzin; Lincoln, 2006) and with practitioner research (Allwright, 2005), I also decided to carry out the analysis using the three-layer observation methodology (Biar et al.,2021), in which I first observe the narrative structure; then, the moment of narration, the interaction and the co-construction (or not) of meanings produced by me and my research collaborators; and finally the discursive clashes, that is, how our discourses corroborate or not other discourses disseminated in society. In doing so, I was able to identify some negative emotions such as dissatisfaction and incapacity by the parents who participated in this thesis regarding not only the racism suffered by their children but also the moments when they identified the extent to which this practice still exists in them. Based on such collaboratively constructed understandings, I envisage the possibility of this thesis having had a catalytic effect through which the practitioners involved and other practitioners come to rethink their feelings and practices regarding anti-racism to review their behavior both within the family and towards their adopted children, as well as in society at large.