The discourses behind scientific dissemination media such as a book and a video posted on the internet are examined. The speeches are analised from an epistemological reading, motivated by the interest that this content makes up the Evolution of Physics Concepts disciplines. It is shown that the narratives constructed by the directors, writers and protagonists who prepare these promotional materials are loaded with indirect conceptions or explicit views about science. In addition to pointing out these conceptions through epistemological analyses, it is also proposed to teachers of the evolution discipline to use media that are at their disposal and treat them in the way they are presented and evaluated here. This provides opportunities for students to apply and, therefore, learn with more meaning, the knowledge involved with this content.