Silences That Scream: Immobilization in the Face of Racism in the Classroom

Abstract

This study presents a sociodramatic intervention with Psychology students at a university in Rio de Janeiro, aimed at reflecting on and transforming racist behaviors. Forty-five students participated, fifteen of whom were Black and thirty White. The methodology adopted was sociodrama, with systematic observation and qualitative analysis of the interactions. The experience revealed the challenges participants face in addressing racism, while also creating space to foster critical awareness and the desire to act against these inequalities. The activity exposed students to the enactment of scenes depicting structural racism, evoking emotions and feelings of helplessness. The experience highlighted the difficulty future professionals have in acting against racism, underscoring the urgency of a critical and anti-racist education. It is concluded that racism is a power structure, sustained by inequality and socially reproduced, requiring continuous deconstruction, particularly in the context of mental health.