This paper presents and analyses aspects of the production of senses by high school students through the analysis of written answers to a questionnaire about a book on the life and works of Isaac Newton. The questions are addressed with the objective of making it possible for the readers to share their accounts of how they have interacted with the read material, especially concerning the author's writing style and the Physics contents brought by the book. The theoretical support of this paper lies on the French Discourse Analysis, largely spread in Brazil by Eni Orlandi. The reading of scientific texts in the school environment stands out as a different activity compared to the standards of the Physics classes regularly observed at schools. The collected reports reveal several possibilities of teacher intervention in order to give way to a more effective learning process in the field of physics and also to the building of a scientific culture among high school students.
physics teaching; Newton physics; reading; scientific divulgation; production of senses