The purpose of this thesis was to investigate young adult workers' experience of having an insecure employment and whether it affects the employee's ability to establish themselves in society. The study is based on six qualitative interviews with young adults between the age of 20–30 years old. The young adult had a part time or temporary employment. These types of employment are classified as insecure employment in this study. The employee´s have harder to plan their future, privacy, working life and economics. The data material has been analyzed using different theoretical perspectives. These are flexible labor markets, precarious employment, shame model and self-identity theory. The results of the study show that insecure employment affects young adult workers in their daily lives and working life. The form of employment has shown in the interviewees that it affects the mental health by experience stress and concern for the future. The stress is primarily based on the planning of everyday life. We could see that well-being at the workplace was an important part of the interviewer's experience of good working conditions. Other consequences of insecure employment is that the economy becomes unpredictable as the workings days are in many case only short term planned without a promise of extended employment. There were also some positive effects of having an insecure employment. These positive consequences are not as obvious as the negative ones. / Syftet med denna studie var att undersöka unga vuxna arbetstagares upplevelser av att inneha en osäker anställning och om det påverkar arbetstagarens möjligheter att etablera sig i samhället. Studien är kvalitativ och det har gjorts sex intervjuer med unga vuxna arbetstagare i åldern 20-30 år. De unga vuxna arbetstagarna ska ha en tidsbegränsad anställning i form av vikariatsanställning, deltidsanställning eller tidsbegränsad anställning. I denna studie har vi utgått ifrån att dessa anställningsformer är osäkra anställningar eftersom arbetstagarna har svårare att planera sin framtid och ekonomi samt sitt privatliv och arbetsliv. Datamaterialet har analyserats med hjälp av olika teoretiska perspektiv. Dessa är flexibel arbetsmarknad, prekär anställning, skam-modellen samt självidentitetsteori. Studiens slutsats är att osäkra anställningar påverkar unga vuxna arbetstagare i deras vardagsliv samt arbetsliv. Anställningsformen har visat sig påverka intervjupersonernas psykiska hälsa där de upplever stress och oro inför framtiden. Stressen grundar sig främst i svårigheten att planera vardagslivet. Vi kunde se att trivsel på arbetsplatsen var en viktig del för att intervjupersonen skulle må väl och vilja stanna kvar längre trots anställningsformen. Andra konsekvenser av att ha en osäker anställning är att ekonomin blir oförutsägbar eftersom arbetstagaren inte vet hur många timmar hen får ihop eller om anställningen kommer att förnyas. Det fanns även spår av positiva effekter av att inneha en osäker anställning. Dessa positiva konsekvenser framkommer dock inte lika tydligt som de negativa.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-06-24T15:21:01Z No. of bitstreams: 1 TaianeMalabarba.pdf: 1272565 bytes, checksum: e1f0a3e1eb14f4d93a966849bcdc9db3 (MD5) / Made available in DSpace on 2015-06-24T15:21:01Z (GMT). No. of bitstreams: 1 TaianeMalabarba.pdf: 1272565 bytes, checksum: e1f0a3e1eb14f4d93a966849bcdc9db3 (MD5) Previous issue date: 2010 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Tendo por base um curso livre de línguas estrangeiras que opera sob o sistema de franquias, este estudo tem o objetivo de caracterizar o trabalho prescrito aos professores dessa instituição, principalmente no que se refere ao chamado “treinamento”. Os alicerces teóricos para a realização desta pesquisa encontram-se, fundamentalmente, nos estudos desenvolvidos dentro do quadro do Interacionismo Sociodiscursivo (ISD), postulado por Bronckart (1999, 2006, 2008, 2009) e colegas. Eleger o ISD como base teórico-metodológica se deu pela vontade de abordar o trabalho prescrito aos professores a partir do viés do ensino enquanto trabalho, ou seja, pela necessidade de ir além das pesquisas sobre a sala de aula desenvolvidas no campo da didática das línguas. É no quadro do ISD também que encontramos a coerência metodológica para o tratamento dos dados. Os dados gerados também fizeram emergir a necessidade de lançarmos nosso olhar para os aportes vindos da área de Ensino e Aprendizagem de Língua Estrangeira, buscando compreender o métier pesquisado. A geração dos dados foi realizada dentro do contexto da rede de escolas do curso livre, do qual foram identificadas as fontes prescritivas. Identificado o chamado treinamento como a principal delas, buscamos conhecê-lo através de entrevista com o diretor pedagógico, responsável por “treinar” os professores. A análise dos dados foi realizada com base nos resultados obtidos por Bronckart e amplamente discutidos e ampliados por integrantes do grupo do ISD (BRONCKART, 2008; BRONCKART e MACHADO, 2004; ABREU-TARDELLI, 2006; GUIMARÃES, 2007). Elementos linguísticos emergentes dos dados apoiaram nossa análise, que, além de conhecer o treinamento, procurou perceber de que forma essas prescrições são veiculadas e o papel atribuído aos professores no contexto investigado. Os resultados reiteram a complexidade do trabalho docente. Revelam ainda a posição do diretor pedagógico em relação às prescrições formuladas por ele mesmo e permitem verificar como ele representa o agir docente. Tais elementos deixam pistas das implicações dessa tessitura prescritiva no trabalho real dos docentes do curso em questão. / Based on a free course of foreign languages which is part of a franchising system, this study aims at characterizing the work which is assigned to the teachers of this course, mainly concerned to the “teacher training”. The theoretical bases for this investigation are found, principally, in the studies developed in the framework of the Socio-discursive Interactionism (ISD) as presented by Bronckart (1999, 2006, 2008). The choice of the Socio-discursive Interactionism as the theoretical-methodological framework was made due to the wish of studying the work which is assigned to the teachers taking into account that teaching is also a job. By this we mean the necessity of going beyond the researches about teaching which are developed in the area of language didactics. It is in the ISD framework also that we find the coherence to deal with the data. From this data, however, the necessity of looking at another framework emerged. These are the studies accomplished in the field of teaching and learning a foreign language, which we sought in order to understand the métier. The data was conceived within the context of free course of foreign languages, in which the origins of the assigned work were found. Once the “teacher training” was identified as the principal of them, we sought to understand it through the interview with the pedagogic director, responsible for “training” the teachers. The analysis of the data was done based on the results obtained by Bronckart and widely discussed and expanded by members of ISD group (BRONCKART, 2008; BRONCKART e MACHADO, 2004; ABREU-TARDELLI, 2006; GUIMARÃES, 2007). Linguistic elements found in the data supported our analysis, which, beyond characterizing the teacher training, tried to realize the way this assigned work is conveyed and the role given to the teachers in the context investigated. The results reaffirm the complexity of the educational work. They also reveal the position of the pedagogic director concerning the work which he himself assigns to the teachers and turn visible the way the director represents the teaching acting. Such elements indicate the implications of this assigned texture in the real work of the teachers of the course investigated.