Abstract
We investigated how texts can be part of a Methodology of Teaching Physics course in a Brazilian university and its relationship with the history, reading conception and values of a regent's professor. We also investigated the students' perceptions about the variety of texts proposed and the practice of reading in physics education. We conducted observations of the classes and an individual interview with the professor of this course. The results show that, based on this professor's perceptions of the educational needs of these students, he promotes actions that contribute to the education of physics teachers as readers of a variety of texts.
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