In this paper we propose that reading and literature be used in science classes in order to contextualize scientific knowledge, for we consider that both carry historical and social brands that offer room for its transformation and expansion. We present a study with the participation of undergraduates in Biological Science involving reading and producing texts on the theory of Biological Evolution. We selected a short story called "The evolution of eggs" and the syllabus proposed for its use in order to examine the functioning of the interface between reading and literature in the production and mediation of scientific knowledge. We found some extra, intra and inter-textual aspects in relation to the text produced in addition to points and counterpoints that are relevant to the operation of reading in science teaching.
Reading; Literature; Science Teaching