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In this research we start from the assumption that teachers act as mediators of reading practices in school and problematise their practices, meanings and representations of reading. We have investigated meanings constructed by a group of teachers of Physics, Chemistry and Biology, working at a federal technical school. Having French discourse analysis as our theoretical-methodological framework, we considered that meanings, concepts and conceptions of reading are built historically throughdoaj:38f1ef87c51a463aadd70d6ac2b6cf1f fatcat:5a6jqztfzfe6bjpja6tq3wycp4