This is a qualitative research, in the narrative modality, which is based on my teaching
experiences with students from the 7th year of basic education, in a municipal public school in
Thailand-PA, developed in the classroom, with the aim of investigating how a teaching proposal
based on hybrid teaching, in the modality rotation by station, can contribute to the teaching of
botany in basic education. There were 4 subjects analyzed in this research, who were chosen
based on significant information regarding the research question and the outlined objectives,
according to the following criteria: i) manifestations about the potential of the teaching proposal
regarding the use of technology for learning of botanical concepts; ii) manifestations about the
potential of the proposal for the development of student protagonism and iii) manifestations
that evidence student learning about botany. As investigative instruments, I used a
questionnaire to obtain information about the students' knowledge of the topic under study, I
used a diary where my reflections and perceptions throughout the research were recorded,
student diaries containing the learning records on the subject, semi-structured written and audio
interviews and photographic records. In order to produce new understandings about the
phenomenon investigated, I use Discursive Textual Analysis as a methodology for analyzing
the empirical material. After a process of immersion in the empirical material, I systematized
two thematic axes of analysis: i) Hybrid teaching in basic education: technologies and student
protagonism; ii) Rotation by stations: enabling learning about botanical concepts. In the first
analytical axis, I discuss the potential of using digital technologies in the classroom, especially
the practice of hybrid teaching through rotation by station, in order to contribute to the
development of student and teacher protagonism with a view to learning botany. In the second
axis, I seek to highlight the students' learning about botanical groups-resulting from the
rotational process and discuss, through reflection on their own practice, the teaching learning
on the subject. The analyzes reveal that the inclusion of digital technologies in the classroom
enabled student engagement based on stimuli to the processes of collaboration, autonomy and
authorship. Furthermore, in practice, it was possible to infer about the need for change in the
teaching action, especially in an adverse technological scenario that requires the assumption of
the teaching protagonism, which needs to be the author of its own practice, becoming a mediator
of student learning. Regarding the learning about botanical groups, the analyzes reveal an
appropriation of scientific concepts that allowed students to identify the general characteristics
that define such groups from an evolutionary perspective. Furthermore, when reflecting on their
own practice, the teacher realizes that, when performing differentiated teaching practices, they
must be attentive to seek approximation between school scientific knowledge and the reality of
students, creating conditions for the social and critical use of the knowledge learned. Thus, it is
possible to consider that the investigated teaching proposal can constitute an efficient practice
by providing learning processes that create conditions for authorship, in addition to allowing
discussions and reflections about the roles of the teacher and the student in these processes, in
particular, regarding the use of digital technologies. As a result of this study for society, an book
will be made available in digital format, which presents the contribution of the emerging
paradigm in education, in particular the use of technology, the foundations of the hybrid
teaching proposal and the path of construction of stations involving teacher planning and
student activity itineraries, in order to introduce teachers and students to new ways of teaching
and learning botany.
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