Very little or any of the research within social language about different cultures of silence has been devoted to the norms of silence which exists within the speaking community of prison and which is shared by both inmates and staff. The purpose with the essay has therefore been to, from earlier research, investigate what the norms of silence in prison are, how these affect inmates and staff in their attitude toward each other and the communication between them, and if there are similarities in the norms of silence between the two groups and how these are expressed, regulated and applied within the speaking community compared with other cultures of silence. The essay takes it point of departure within theory of social language and how one uses the sound of language, words and turns in a correct way according to the norms and attitudes that exist within a speaking community and focus foremost around the culture of silence and its norms for silence and secrecy that exist within the speaking community which is shared by both inmates and staff in prison. The empiric collection has been done through qualitative method in combination with introspection, participation observation and interviews plus questionnaires which later have been interpreted and compared with earlier research. Four respondents, all of them staffs who have been or are active within the Swedish correctional system and have possessed varying posts, were interviewed or had to answer questionnaires which aimed to make the respondents to think about and to confirm the existence of a culture of silence. The result of the essay showed that staff, like inmates, have norms for silence and that staff in meeting with inmates shows varying degrees of attitudes, dependent if there’s about a closed respective an open ward, so that the verbal communication is affected by an informal attitude towards the inmates which is more accepted in open than compared with closed wards within the group of staff because the level of security is higher. Through the investigation of which norms of silence there are within the group of staff, generally, and how these are expressed and regulated within the speaking community through highlighting experiences and attitudes to better understand and explain the meaning of silence in different circumstances, and to compare the results in the essay with earlier science in order to bring forward similarities and differences in silence among inmates and staff with other cultures of silence, the essay has showed that there’s a culture of silence with norms of silence not only within prison, i.e. among inmates and staff, but within all speaking communities, which affect the communication with other groups or cultures negative, and that the formation of attitudes, i.e. negative social representation of others, and appliance and maintenance of the culture of silence is dependent on informal leaders which has a high status within the group.

Compte tenu des différences concernant le pilotage de l’éducation au développement durable (EDD) en France et au Chili et la place plus ou moins explicite du mot développement durable (DD) dans les sciences humaines et sociales et les sciences de la nature de ces deux pays, cette recherche tente de repérer la manière dont les enseignants et les élèves, en fonction de ces disciplines, se représentent l’objet DD. Il s’agit de mettre en évidence comment leurs représentations sociales (RS) répercutent dans le processus d’enseignement-apprentissage de cette question socialement vive (QSV). Pour ce faire, nous avons élaboré un dispositif méthodologique qui associe des questionnaires et des entretiens pour les enseignants. Alors que pour les élèves, ce dispositif se base intégralement sur des questionnaires. Nos résultats révèlent l’existence chez les enseignants des deux pays d’une RS du DD emboîtée dans celle d’un environnement-ressource. Cette représentation serait plus marquée chez les enseignants chiliens, en dégageant ainsi une perception plus développementaliste dans leur compréhension des enjeux du DD. Bien que les élèves, toutes classes confondues, partagent une RS ancrée dans la réalisation d’écogestes, la visée développementaliste est aussi présente chez les apprenants chiliens. À la lumière de nos résultats, nous pensons que sans une mise à distance dans la construction du savoir et en écartant les controverses, les pratiques éducatives acquièrent une allure transmissive qui ne favorise pas la compréhension des questions complexes que soulève la mise en place de ce projet planétaire. / Considering the differences in the control of education for sustainable development (ESD) in France and Chile and the more or less explicit place of the word sustainable development (SD) in the humanities and social sciences and natural sciences such two countries, this research attempts to identify how teachers and students, according to these disciplines, will represent the SD object. This is to highlight how their social representations (RS) reflected in the teaching-learning process of this socially controversial issue (QSV). To do this, we developed a methodological device that combines interviews and questionnaires for teachers. As for the students, this device is based entirely on questionnaires. Our results reveal the existence among teachers of both countries an RS SD fitted into that of a resource-environment. This representation would be more pronounced among Chilean teachers, thus generating a developmentalist perception in their understanding of SD issues. Although students of all classes share a RS rooted in the realization of eco-gestures, the developmentalist referred is also present among Chilean students. In light of our results, we believe that without a distancing in the construction of knowledge and spreading controversy, educational practices acquire a transmissive pace that does not promote understanding of the complex issues involved in implementing it global project.

Jacquet, d’aucy, Béghin-Say ou Labeyrie… ces marques font partie du quotidien des consommateurs français sans pour autant qu’ils sachent, dans leur grande majorité, qu’elles sont détenues par des coopératives agricoles. Si ces marques communiquaient leur statut coopératif, ceci constituerait-il une valeur ajoutée pour les consommateurs ? Ce travail doctoral s’intéresse au rôle joué par la représentation sociale des consommateurs au sujet du mode de gouvernance de l’entreprise productrice dans le cadre de l’évaluation des produits. Cette problématique de recherche est abordée selon trois questions de recherche. La première s’intéresse au contenu et à la structure de la représentation sociale des consommateurs français au sujet des coopératives. La seconde question étudie l’influence de cette représentation sociale sur la catégorisation et l’évaluation des offres coopératives, en considérant le rôle médiateur du niveau de congruence de l’offre avec cette représentation. La troisième aborde l’effet d’une mention et des arguments coopératifs sur les attitudes et intentions de comportement des consommateurs. Elle traite en particulier le niveau de congruence et de centralité des arguments par rapport à la représentation considérée. La représentation sociale des coopératives et son influence sont ainsi étudiées et discutées au moyen de sept études selon une approche multi-méthode. D’un point de vue théorique, cette recherche souligne, que la représentation sociale des coopératives fait écho aux préoccupations CSR des consommateurs ce qui explique l’effet bénéfique d’un label ou d’une mention sur ce statut. D’un point de vue méthodologique, cette recherche mobilise des méthodes d’investigations originales (méthodes hybrides et implicites) en complément des méthodes traditionnellement utilisées en marketing. D’un point de vue managérial, ce travail apporte des réponses aux managers et aux institutionnels qui s’interrogent sur le recours à une mention coopérative et les aiguille dans le choix d’arguments de communication efficaces pour accompagner cet affichage. / Jacquet, d’aucy, Béghin-Say or Labeyrie... What do these brands have in common? These brands are part of the everyday life of French consumers, though not many actually know they are owned by agricultural cooperatives. If these brands communicated their cooperative status on the market, would this be considered by consumers to be an added value? This doctoral dissertation focuses on the role played by consumers’ social representation in relation to the producer’s governance mode, as part of the product evaluation. This work aims to answer this central research question according to three sub-questions. The first one focuses on the content and structure of the social representation of French consumers regarding cooperatives. The second question analyzes the influence of this social representation on the categorization and evaluation of cooperatives’ offerings, taking into account the mediating role of the level of congruence between the offer and this social representation. The third question addresses the effect of cooperative labelling and arguments on the attitudes and behavioral intentions of consumers. In particular, this sub-question evaluates the levels of congruence and centrality of the arguments with the considered social representation. Therefore, the social representation of cooperatives and its influence are studied and discussed in seven studies, though a multi-method approach. From a theoretical point of view, this research highlights that the social representation of cooperatives echoes consumers’ CSR concerns; this explains the beneficial effect of a label or a mention on this governance status. From a methodological point of view, this research uses original methods (hybrid and implicit methods) in addition to those that are traditionally used in marketing. From a managerial point of view, this work provides managers and institutional entities with answers on the potential of a cooperative mention and helps them choose arguments that will lead to effective marketing communications.

La thèse La Violence de genre dans les rapports amoureux en Espagne et au Chili au XXe siècle. Elabora-tion discursive d’un problème social et politique dans le contexte dictatorial et post-dictatorial explore le terreau culturel sur lequel se sont construites, en Espagne et au Chili, les différentes représentations de la violence contre les femmes dans le couple, au XXe siècle. La lutte contre ce problème y a acquis une grande visibilité politique et médiatique ; pourtant, la reconnaissance par les acteurs publics de ce pro-blème n’allait pas de soi dans ces pays de culture patriarcale, où les stéréotypes et les inégalités fon-dées sur le sexe ont été, jusqu’à une date récente, érigés en normes juridiques, politiques, et sociales. Nous postulons que le contexte dictatorial a conduit à une brutalisation des rapports sociaux, notam-ment des rapports de genre. L’omniprésence d’une violence politique genrée et la réarticulation d’un dis-cours de genre traditionnel, ont d’une part, favorisé la restauration d’un ordre de genre qui légitime et invisibilise la violence s’exerçant dans le cadre de relations amoureuses et, d’autre part, interrompu l’effort de conceptualisation de ce phénomène entrepris, dans les deux pays étudiés par des femmes engagées pour l’émancipation féminine. Dans le contexte dictatorial et post-dictatorial, les mouvements féministes analysent la violence de genre comme un problème social et politique, produit d’un système normatif qui a favorisé l’instauration et la naturalisation d’un rapport hiérarchisé de pouvoir et de domina-tion entre hommes et femmes. Nous interrogeons les modalités et temporalités différentes qui s’observent dans les deux pays étudiés. / This thesis explores the cultural underpinnings of the different social representations of gender-based violence in intimate relationships throughout the twentieth century in Spain and Chile. The fight against gender-based violence has become increasingly prominent both politically and in the media in both of these countries. However, recognition of the issue by governmental and public institu-tions was not guaranteed, given the countries’ patriarchal cultures, where stereotypes and gender-based inequalities were, until recently, enshrined in the legal, political, and social systems. We hypothesise that the dictatorships in both countries led to a brutalisation of social relations, in particular gender relations. The pervasiveness of a gendered political violence, and the resurgence of a traditional gender discourse, have both promoted the restoration of a gender order that legitimises and shrouds the violence that can occur within intimate relationships, and also impeded attempts to conceptualise the phenomenon by women committed to female emancipation. In these dictatorial and post-dictatorial contexts, feminist movements analyse gender-based violence as a social and political problem; the product of a normative system that favoured the adoption and normal-isation of a hierarchical relationship of power and domination between men and women. We examine the different temporalities and modalities observed in the two countries.

Dans ce travail de thèse, nous avons étudié les facteurs qui influencent la qualité de vie au travail au sein de la Fonction Publique. Plusieurs échantillons de fonctionnaires de Champagne-Ardenne (Fonction Publique d’Etat, Fonction Publique hospitalière et Fonction Publique territoriale) ont permis la réalisation de ce travail. Nous avons construit un outil de mesure fondé sur les dimensions de la DARES et sur l’étude des Représentations Sociales pour souligner les facteurs organisationnels qui conditionnent les sentiments de bien-être et de mal-être au travail. Cet outil offre une double interprétation des situations de travail (situationnelle et émotionnelle). Il permet de souligner l’existence même d’une situation supposée être à risque et de comprendre le degré de souffrance ou d’épanouissement qu’elle peut apporter. Nous avons mis en place un indice de bien-être au travail qui permet de comprendre les facteurs de risques des fonctionnaires ; nous avons aussi pu souligner la manière dont les participants se représentent les notions de bien-être et de mal-être au travail. Nous avons diversifié les méthodologies et techniques de recueil de données pour déterminer leur complémentarité dans l’étude des RPS. Nous avons conclu en faveur de la pertinence des dimensions préconisées par la DARES dans l’étude des RPS et en faveur de l’existence d’autres facteurs supplémentaires, tout en déterminant la manière optimale d’utiliser différentes méthodologies de recueil de données pour rendre compte de ces facteurs de risques. Ce travail, en fournissant un bilan des RPS des trois catégories de fonctionnaires, est une avancée importante pour la validation d’un outil de diagnostic complet des Risques Psychosociaux. / In this thesis, the various factors influencing life quality in the work place have been studied in three categories of civil servants from the Champagne-Ardenne Region (i.e. university, hospital and a series of agents in different territorial positions). Based on the DARES dimensions and on the study of social representations of wellbeing and unhappiness at work, a measuring tool was built. It allows a double interpretation, both in terms of situations and of emotions; it also allows understanding and measuring the degree of deterioration and/or of satisfaction at work. Different complementary methodological techniques were used. A specific wellbeing index was built. Overall, we offer a thorough tool for diagnosing the situation in terms of psychosocial risks for the studied civil servants.

La théorie de l’engagement (Joule & Beauvois, 1998 ; Kiesler, 1971), associée à la théorie de la dissonance cognitive (Festinger, 1957 ; Fointiat, Girandola, & Gosling, 2013), fournit un cadre expérimental d’observation et de compréhension de certains effets des pratiques sociales sur la dynamique des représentations sociales (Abric, 1994 ; Flament, 1994 ; Guimelli, 1989). Notre travail s’inscrit dans la continuité des recherches opérées dans le cadre des effets de la double soumission forcée (Joule, 1991) sur la transformation des représentations sociales (Renard, Bonardi, Roussiau, & Girandola, 2007). Plus précisément, l’objectif de cette thèse est de déterminer quels types de modification au sein de la représentation sociale du sport chez des étudiants non-sportifs sont susceptibles de produire un impact sur les attitudes et les comportements, et de voir si des processus de réduction de la dissonance sont à l’origine de ces changements. Si la transformation structurale de la représentation sociale du sport entraine une évolution au niveau des attitudes à court terme, il semble que la modification de la signification d’un élément central provoque des changements attitudinaux et comportementaux à long terme.Les étudiants ayant réalisé deux actes engageants, dans un contexte de liberté, se déclarent plus favorables et pratiquent plus de sport que les participants de la condition contrôle. Une interprétation en termes de rationalisation est avancée. / The theory of commitment (Joule & Beauvois, 1998 ; Kiesler, 1971), combined with thetheory of cognitive dissonance (Festinger, 1957 ; Fointiat, Girandola, & Gosling, 2013),provides an experimental framework of observation and understanding of some social practiceeffects on the social representation dynamics (Abric, 1994 ; Flament, 1994 ; Guimelli, 1989).This work follows on from the research led in the area of the effects of forced doublecompliance (Joule, 1991) on the transformation of social representations (Renard, Bonardi,Roussiau, & Girandola, 2007). The aim of this thesis is more precisely to determine what typesof modification within the social representation of sport among nonathletic students are likelyto produce an impact on attitudes and behaviours, and to see whether those changes originatefrom some dissonance reduction processes. If the structural transformation of sport socialrepresentation produces an evolution on short-term attitudes, it seems that the modification ofa central element signification causes long-term attitudinal and behavioural changes. Thestudents who fulfilled two acts in a context of commitment (ie, free- choice) declare themselvesmore favorable and practise more sport than the participants in the control condition. Aninterpretation in terms of rationalisation is put forward.

Cette thèse questionne et relativise la notion de « langue en danger » à partir de l'étude des représentations sociales d’acteurs institutionnels et scientifiques au travers de l’histoire et de locuteurs d’une langue dite « en danger ». La notion de « langue en danger » est appréhendée par des acteurs institutionnels et scientifiques au travers de représentations de la langue comme entité autonome et organique, relié à ses essences. Ces représentations puisent leurs origines dans la période coloniale. En examinant l’histoire d’une ancienne colonie britannique, l’Inde, nous montrons que de telles représentations se sont déployées dans et par des pratiques coloniales visant au maintien de l’ordre social. Il en va de même de certaines pratiques postcoloniales qui s’appuient de plus en plus sur la langue comme moyen nécessaire à l’identification des minorités et commencent à s’articuler autour de la dénommée « langue en danger ». Nous avons mené une enquête auprès de locuteurs d’une langue dite « en danger » pour savoir s’ils la considéraient également comme telle. Nous avons abordé leurs points de vue au travers du concept de représentation sociale et ce afin d'appréhender la manière dont ces mêmes locuteurs comprennent et co-construisent leur réalité sociale. Suite à l’annotation d’entretiens bilingues, nous avons analysé via l’Analyse Conversationnelle la manière dont les représentations émergent dans et par les pratiques interactionnelles. Nos analyses démontrent un écart entre les représentations des locuteurs et celles construites par l’enquêtrice et l’interprète, ces dernières étant plus proches des représentations déployées dans des travaux sur les langues en danger. / This thesis questions and relativizes the notion of “endangered language” based on a study of the social representations of institutional and scientific actors throughout history and of speakers of a so-called “endangered language” today. The notion of “endangered language” is constructed through representations through which institutional and scientific actors construct language as an autonomous and organic whole linked to its essences. These representations originate in the colonial period. By examining a former British colony, India, we show that such representations were used in and by colonial practices to maintain the social order. This is also the case for certain postcolonial practices in India which are increasingly based on language as a necessary means to identify minorities and are beginning to be articulated in terms of “endangered languages”. We conducted a study with speakers of a so-called “endangered language,” to see if they considered it as such. We examined their points of view through the concept of “social representation” in order to grasp how these actors understand and co-construct their reality within interactions. After annotating bilingual interviews conducted via an interpreter, we analyzed the way in which representations emerge in and through interactional practices using an approach inspired by Conversation Analysis. Our analyses show a discrepancy between speakers’ representations and those constructed by the investigator and the interpreter, the latter more similar to representations constructed in scientific and institutional work on endangered languages.

Connaître la représentation sociale (RS) d'un concept scientifique peut servir d'appui à l'enseignement - apprentissage. La problématique de ce travail de thèse, qui s'inscrit en didactique des sciences, interroge la RS de l'atome chez des élèves français et grecs, en collège et en lycée. En parallèle, est étudiée la transposition didactique de ce concept, dans l'enseignement général scientifique des deux pays, de 1945 à nos jours. La théorie des situations didactiques, la théorie anthropologique du didactique et la théorie du noyau central, quant au concept de RS, constituent nos appuis théoriques. Nous avons suivi une méthode triangulaire de récolte et de traitement de données, issues d'entretiens, de dessins d'élèves et de questionnaires types de détection des RS. En outre, nous avons élaboré une grille d'analyse didactique de manuels scolaires de physique-chimie. Les résultats ainsi obtenus ont été comparés avec ceux issus d'une analyse textuelle, menée sur Alceste. La confrontation des systèmes représentationnels a révélé des convergences, mais aussi quelques différences, dues aux particularités transpositives dans les deux systèmes d'enseignement. En effet, le modèle planétaire de l'atome et la notion du noyau atomique occupent le noyau central de la RS, alors que les notions d'électron et de proton se placent en périphérie proche. Part ailleurs, le « nucléaire » semble être un élément saillant pour les français, tandis que chez les grecs dominent des éléments relatifs à la modélisation d'atome. En conclusion, l'enseignement peut être entravé par l'activation d'un processus représentationnel, donnant naissance à des systèmes de représentations - connaissances. / Understanding the social representation of a scientific concept may be useful to the teaching and learning of it. The central question of this dissertation, that belongs to the didactic of the Sciences, is the social representation of the atom in French and Greek middle and high school students. Simultaneously, the didactic transposition of this concept in the general scientific education of these two countries is studied, from 1945 up to today. Our theoretical foundation with regard to social representations, is comprised of the theory of didactic situations, the anthropological theory of didactic, and the theory of the central core. We have collected, processed and combined data comprised of student interviews, drawings and answers to questionnaires to study the social representations. Furhermore, we have designed a technique of didactic analysis of Physics and Chemistry high school textbooks. The obtained results were compared with those of textual analysis using the Alceste software. The comparison of the representation systems revealed both similarities and differences, due to peculiarities in the didactic transposition, in the two educational systems. In both systems, it is the planetary model of the atom and the notion of the atomic nucleus that occupy the central core of the representation, while the notions of the electron and the proton are placed in the near periphery. On the other, the nuclear dimension of the atom is very important to the French, while to the Greeks it is elements related to the modelling of the atom that dominate. In conclusion, teaching may be hindered by the activation of a representation process giving rise to systems of representation.

Made available in DSpace on 2016-01-26T18:49:33Z (GMT). No. of bitstreams: 1 DISSERTACAO_SIMONE SHIRASAKI OROSCO_INICIADA.pdf: 380050 bytes, checksum: 3669bc9a6172aab5714b1e8bab99fdbf (MD5) Previous issue date: 2010-06-29 / This study was carried out to broach the development undergone by the nursing teacher and his/her pedagogical activities in times of changes brought about in the field of education within the context of modern society. Many teachers, as they begin their educational activities in the field of health, do not attend courses to achieve pedagogical qualification or relevant undergraduate courses in education. In one s professional development he/she becomes a teacher when he/she identifies himself/herself with a discipline he/she became fond of while attending an undergraduate course and so he/she ends by performing the function of a teacher based on the traditional teaching-learning process. In spite of the growing number of schools and high level technical professionals in the field of nursing in Brazil, it seems that people are not concerned with the quality of their teaching, since few researches have been carried out concerning those professionals and their background development. In face of that issue, this study was carried out to raise the representation of senior high school nursing teachers about their development process. The research at issue was based on the theory of Social Representations, characterized as a descriptive exploratory quantitative-qualitative based approach. The subjects studied in the research comprised 12 (twelve) nursing teachers at senior high school level working in a private school located in Presidente Prudente. A questionnaire was applied presenting open and closed questions, after asking for their authorization, an explanation about its social and academic contributions, and the signing of the Term of Free and Conscious Consent. The information about the characterization of the participants was presented as a quantitative-based research. The qualitative data collected were interpreted in the light of content analysis. The outcomes show that the real development process undergone by the nursing teacher was represented by his/her experience in realizing himself/herself as such. Most of the teachers believe that proficiency in teaching involves putting in motion skills such as knowledge, attitudes, and ingenuity. Concerning the teaching practice, they try to pass on proficiency to their students, resources such as the capacity to articulate one s wisdom; they use group dynamics, reading and research as teaching procedures, and they carry out a formative and global assessment. From such outcomes, some possibilities stand out, items such as teaching qualification for those who are in need of it, the school seriously engaged in furthering its teachers qualification, and activities which favor the association between scientific knowledge, ingenuity, and attitude centered in the student s reality. / O presente estudo tem como tema o processo de construção do ser professor em Enfermagem e suas atividades pedagógicas em tempos de mudanças na educação e na sociedade moderna. Muitos docentes, ao iniciarem suas atividades educacionais na área da saúde, não realizam cursos de capacitação pedagógica ou pós-graduação no ensino. Em sua trajetória profissional vira professor ao identificar-se com uma disciplina que gostou enquanto era graduando e acaba exercendo a docência baseado no processo de ensino-aprendizagem tradicional. Apesar do crescente número de escolas e profissionais de nível técnico em Enfermagem no Brasil, parece não ocorrer muita preocupação com a qualidade de seu ensino, pois poucas pesquisas foram encontradas sobre esses profissionais e sua formação. Diante disso, este estudo tem como objetivo verificar a representação dos docentes de ensino médio de Enfermagem sobre a construção do ser professor. A pesquisa teve como referencial a Teoria das Representações Sociais, sendo caracterizada como descritiva e exploratória, de abordagem quanti-qualitativa. Os sujeitos pesquisados foram doze (12) docentes enfermeiros do ensino médio de Enfermagem de uma instituição particular da cidade de Presidente Prudente. Foi aplicado um questionário, contendo questões abertas e fechadas, após a solicitação de autorização à instituição, explicação sobre as contribuições sociais e acadêmicas da pesquisa e assinatura do Termo de Consentimento Livre e Esclarecido. As informações sobre a caracterização dos participantes foram apresentadas sob a forma quantitativa. Os dados qualitativos coletados foram trabalhados à luz da análise de conteúdo. Os resultados revelaram que a construção real do ser professor em enfermagem foi representada por sua experiência de estar professor. A maioria dos professores acredita que as competências para ensinar envolvem a mobilização dos saberes como conhecimento, atitude e habilidade. Em relação à prática docente, eles buscam desenvolver competências nos alunos, como a capacidade de articulação dos saberes; utilizam a dinâmica em grupo, a leitura e a pesquisa como procedimentos de ensino; e realizam a avaliação formativa e global. A partir desses resultados, destacam-se algumas possibilidades, como a capacitação docente para os que ainda não a possuem, a instituição comprometida com a formação docente e o incentivo às atividades que fortaleçam ainda mais a associação entre conhecimento científico, habilidade e atitude adequada à realidade do aluno.

Made available in DSpace on 2015-04-08T15:34:55Z (GMT). No. of bitstreams: 1 B_Luiz_Valerio_Paula_Trindade.pdf: 2973977 bytes, checksum: 7a37a7b6dc11c157c690e102f30b6ada (MD5) Previous issue date: 2008-09-11 / The present research aimed to investigate social representation of afro-descendant individuals on printed pieces of advertisements along the timeframe comprised between 1968 through 2006. The main objective focused on research the way printed pieces of advertisements have been portraying afro-descendant individuals in order to identify possible progresses, setbacks or stabilization of representation on what regards the social roles played by them on this kind of media. On what concerns methodological procedures, the research has made use of content analysis technique on 1,279 pieces of advertisements out from 76 issues of six Brazilian large circulation magazines (Veja, O Cruzeiro, Exame, Pequenas Empresas Grandes Negócios, Cláudia and Nova) which, on their turn, comprise three categories of publications (general interest, business & economy and feminine). Additionally, it has also been used qualitative analysis on two automobile pieces of advertisements that contain at least one afro-descendant character on it. The main results revealed by the present research indicate that along the timeframe of 38 years, the relative frequency of afro-descendant individuals portrayed on pieces of advertisements has reached the average value of 4.20%. However, when assessed by periods within the timeframe (1968-1969; 1979-1988; 1989-1991 and 2006) it is possible to notice a general trend of increasing participation, especially on the last 10 ~ 12 years, reaching the relative frequency of 7.18% in 2006. On the other hand, besides the relative frequency lower than 10%, what demonstrate a significant level of social invisibility, on what regards their social representation it is still possible to notice the existence of a large gap between their diversified and increasing social participation and the way they are usually portrayed on pieces of advertisements. / Esta pesquisa propôs-se a investigar as representações sociais de indivíduos afro-descendentes retratados em anúncios publicitários de revistas dentro do recorte temporal compreendido entre 1968 a 2006. O objetivo principal residiu em pesquisar de que forma os anúncios publicitários impressos em revistas têm retratado os indivíduos afro-descendentes, a fim de identificar possíveis progressos, retrocessos ou estabilização na forma de representações no que diz respeito aos papéis sociais desempenhados por eles neste contexto midiático. Em termos de procedimentos metodológicos, a pesquisa utilizou a técnica de Análise de Conteúdo (de caráter quantitativo) em 1.279 propagandas presentes em 76 exemplares de seis revistas de grande circulação nacional (Veja, O Cruzeiro, Exame, Pequenas Empresas Grandes Negócios, Cláudia e Nova), as quais, por sua vez, compreendem três categorias de publicações (interesse geral, economia & negócios e femininas). Adicionalmente, utilizou-se também o método de Análise Qualitativa em duas propagandas de automóveis que continham, pelo menos, um personagem afro-descendente em seu contexto. Os principais resultados revelados pela pesquisa indicaram que, ao longo do recorte temporal de 38 anos, a freqüência relativa de indivíduos afro-descendentes presentes em anúncios publicitários atingiu o nível médio de 4,20%. Contudo, quando analisado de forma subdividida em períodos dentro do recorte temporal (1968-1969; 1979-1988; 1989-1991 e 2006) é possível constatar tendência geral de incremento de participação, principalmente nos últimos 10 ~ 12 anos, atingindo a freqüência de 7,18% em 2006. Por outro lado, além da participação relativa inferior a 10%, que sinaliza certo grau de invisibilidade social, em termos de representações sociais ainda verifica-se a existência de grande hiato entre a diversificada e crescente inserção social dos indivíduos afro-descendentes e a forma como são comumente retratados em anúncios.