The teaching of Botany in basic education has been characterized as content-based, boring
and uninteresting. One of the factors that contribute to this distance from the content is the
student's difficulty in dealing with a series of complex terms that are difficult to understand
and without approximation with their context of experience. In this scenario, the teacher is
challenged to use different teaching strategies that contribute to the learning of botanical
concepts/contents for students. In view of this, this research had as it main objective to
analyze, within the scope of an elective course, the potential of different teaching strategies
for the contextualization of botanical concepts/contents. The elective entitled “The Secret
Garden” received this name as a way to generate curiosity in students and because it is an
easily accessible object of study for activities developed. Held at the Centro de Ensino Médio
Paulo Freire, the research participants were twenty students, aged between 14 and 18 years
old, who were regularly enrolled in the educational institution. For the planning of classes, a
didactic sequence of ten classes was elaborated, considering the three pedagogical moments
as proposed by Delizoicov and Angotti (1990). Data were constructed from four instruments,
direct observation, application of investigative questionnaires, didactic materials produced
during the application of the didactic sequence and direct description. To this end, we
question what training potential can be identified from didactic-pedagogical principles of
contextualization of botanical concepts/contents? And through the analyzed data it was shown
that such approaches were significantly positive for learning. Such others, as for example, the
taxonomic practice may not revolve only with a single sequencing. As well as, some
approaches can be added to our experiences in order to improve what we build as a teaching
profile. Therefore, the elective subject “The secret garden” can diversify, deepen and enrich
contents, in a contextualized way, worked by the National Common Curricular Base (NCCB),
and that legitimize the results that corroborate with the validation of the foreseen objectives,
contributing to the formation more aware students, critics and citizens.
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