This article analyzes the readings of Popular Science Texts (TDC) done by undergraduates in the disciplines of supervised internship in Physics Teaching II and III. Oral and written records produced during activities with TDC associated with reading strategies were analyzed according to the theoretical frameworks of the analysis of the French Discourse and Education area science. It was observed that polysemic readings were valued in the teaching stages, in which the text-pretext reading strategy was predominant in classes and the discourse used by the students tended to be controversial. Moreover, in the pre-teaching, the TDC function was restricted to the use of texts in order to teach physics. There was an improvement in classes since TDC included the development of oral expression and written skills on the part of students; the articulation between physics contents and learners' daily life; the awakening of interest and motivation due to curiosity on the part of students. Finally, it is inferred that employing TDCs associated to reading strategies in physics classes point to a possible way for the advancement of polysemic readings, besides encouraging the formation of subject-readers within the context of teachers' training and school.
Keywords:
Reading; popular science texts; physics teaching; supervised internship
