Abstract
This article presents the results of a research on the literary work of Jules Verne in the context of the teaching of scientific concepts. In the book Twenty Thousand Leagues Under the Sea, taking Bakhtin as reference for analysis, we find a systematic and deliberate teaching concepts by Verne. We note a similarity between the situations described by the author and the statements of physical phenomena typical of high school textbooks, with some differences: the richness and complexity of the Verne's narrative, with plots that make highly contextualized the scientific concepts and that expand the possibilities for the reader's understanding. Accordingly, the approach of different genres allows the emergence of interdiscourses that reading can produce, or, in the context of Physics Education, we find in the Verne's literature various points of support for the understanding of scientific knowledge in this school discourse.
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