We develop the notions of "resistance" and "points of entry" in the context of alternative written textual formats used in physics teacher education. Studies point out that textbooks have played an important role in undergraduate physics courses, which can be part of the initial training of physics teachers. On the foundation of theories in the philosophy of science, it is possible to verify that there are philosophical reasons for the privileged use of this textual format in physics undergraduate courses. However, alongside the transformation of the educational field in terms of its theoretical-methodological approaches, there is a growing body of research and educational practices that highlights the importance and possibilities of incorporating others written textual formats in all levels of physics education. The notions of "resistance" and "points of entry" can enhance the awareness of these dynamics of physics education. To produce such an understanding, we put the philosophy of science in dialogue with the philosophy of action, which provides an overview of the interactions of life, including physics pedagogy - in which actions promote transformations.