Botany teaching is a branch of biology that studies plants, but which is marked by difficulties in engaging in class. I try to keep the students from being disinterested and distant, by providing content that is interesting, in addition to the lack of relating to the daily lives of human beings and plants. Consequently, textbooks understand the importance of helping in classrooms, as in addition to helping to build teaching-learning, their interpellation can help students to perceive the content and correlate it with everyday life through observations. In this argument, the objective of this work was to carry out an analysis of the botany contents in high school biology textbooks in public schools in Humaitá - AM. In view of this, two textbooks were analyzed, one of which was approved by the National Textbook Program (PNLD) 2021 and the other being created with the collaboration of teachers focused on the ENEM exam, taken as the basis of evaluation criteria: Theoretical Content, Illustrations, Activity Proposals, Practical activities, complementary content. Observing the results, even the multiverse book: natural sciences: science, society and environment: high school, having the publication on the PNLD, and the Acerta + ENEM having been done through collaboration of teachers, focused on the Exam, the two books presented part of the theoretical content of the groups of plants that was outdated or incomplete, with a reduction of concepts and characteristics.
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