This article aims to understand how future physics teachers compreheend physic scientific texts published in the magazines Ciência Hoje and Pesquisa Fapesp. Our theoretical reference was based on the notion of authorship of the discourse analysis and their repetition cate gories: empiric, formal and historical. We identified the three elements, what evidenced the multiplicity in the ways as the future physics teachers read the texts. We noticed some science aspects interpreted by the future physics teachers, such as: relationships with the society, with other sci ences and national scientific production. We also found some references in the use of analogies in the scientific popularization texts. The meanings attributed to reading seems to suggest how discourses relating to science can emerge when required by reading the popularization texts proposed.
Reading; scientific popularization; discourse analysis; repetition