The aim of this paper is to reflect upon how Brazilian racism (Gonzalez, 1984, Munanga, 2010) is actualized by whiteness (Bento, 2002, 2022, Carneiro, 2005, Schucman, 2012, Schucman; Cardoso et al., 2014, Muller; Cardoso et al., 2017, Conceição, 2020) as an apparatus of power (Foucault, 1978) in discursive performances by white women who belong to what Jessé Souza (2017) classifies as critical middle-class in Brazil (Souza, 2017). To this end, this thesis follows qualitative-interpretative methodology from Narrative Analysis (Bastos; Biar, 2015) to investigate how whiteness shapes participants white racial and affective performances (Ahmed, 2004, Melo, 2019, 2021) in the small stories (Georgakopoulou, 2015) shared by them in exploratory conversations (Miller, 2003), in which we reflect critically-affectively on what it means to be white in Brazil and where white privilege resides in their life stories of accomplishment. In my writing, I vent issues concerning the critical academic doing in the context of INdisciplinary Applied Linguistics (Moita Lopes et al, 2006, 2013) and critical feeling (Borges, 2017a, 2017b, 2020, 2021), a concept I have been working on since my dissertation, which refers to the becoming of sensibility that nurtures and is nurtured in critical literacy processes, whose focus is critical-affective reflexivity (focus on affect), which merges with critical thinking (focus on cognitive aspects) and critical action (focus on political aspects). The reflexive notes of this research confirm the inexorability of whiteness as an apparatus of power which allows the actualization of racism in performances of race and affect by women who belong the white racial group in Brazil, pointing to their fundamental role in this process, even in the context of the so-called critical academia. Furthermore, it indicates that focus on undergoing processes of critical racial literacy (Ferreira, 2022), fostering critical feeling (Borges, 2017a, 2017b, 2020, 2021) and joining study with coalition in the under-commons of the University (Harney; Moten, 2013, 2021) may be a way to mitigate the effects of these performances in the White-Cube Academy (Kilomba, 2019a).