The teaching of Botany in Basic Education has encountered challenges, in particular due to the lack of visual materials, restricted only to images from books and the memorization of terms for learning. Therefore, depending on the way in which Botany content is approached, students may be curious and interested, as they may come across a plant or derivatives of it, making it possible to relate the content learned in the classroom with the these students' daily lives. The objective of this study was to analyze the challenges and difficulties faced by teachers in the Botany teaching-learning process in municipal schools in Humaitá, Amazonas. This study was carried out with elementary school teachers – final years. The descriptive, quantitative and qualitative research was carried out using a semi-structured questionnaire (objective and discursive questions). The approach took place in relation to the social profile, length of experience, and aspects relating to the perception of these teachers in relation to the challenges and difficulties they faced in the teaching-learning of Botany. It was found that there are teachers working in science teaching who are not in the area of Biological Sciences and who still make an effort to ensure that students learn well, which shows their commitment to this teaching, as they recognize the importance of this theme. Therefore, by bringing information through this study and exploring teachers' perceptions, it is hoped that it will be possible to promote teacher reflection and contribute to the review of their pedagogical practices, both for current and future professionals.
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