This study aims at analyzing representations of English language teacher collaborative practices, from the perspective of student teachers involved in Teaching Initiation Scholarship Program (Pibid, Capes 01/2011). The data, generated through a Likert scale questionnaire and a focus group, were analyzed based on critical discourse analysis, highlighting the categories of metaphor and evaluation. The results indicate the tensions between representations that revolve around metaphors of "exchange of ideas" and "exchange of stickers", each representing aspects of rules in terms of participation and (un)desirable social roles. The study indicates some implications that hybrid positions bring to the practices of teacher education within Pibid.
Collaboration; teacher education; Pibid; representation; critical discourse analysis
