The teaching of Biology still faces a challenging perspective in the elaboration and transmission of knowledge, as it is linked to a baggage of information contained within its fields of study that encompass it, in which they are approached most of the time only in a theoretical way, a Since biological concepts are present in everyday life and are in constant interaction with human beings since the beginning, as the relationship between plants and humans and the ecological environment is noticeable, through this assumption, contextualization proves to be a relevant alternative to promote the understanding of Botany concepts at a regional level, in addition to providing knowledge about the biodiversity of the local plant flora. Thus, alternatives are sought that bring students closer to plant studies for the production of biological collections based on the production of exsiccates, seeds, carpots and mycotheques, in order to promote botany teaching in a facilitating way and the understanding and appreciation of botany. local flora. The present objective was to analyze and compare the teaching-learning process regarding the activities developed through biological collections in teaching botany to EJA students in a public school in the municipality of Humaitá-AM. In which, the present research is characterized as being an experimental research with a qualitative-quantitative bias, covering the teaching of Botany, in which it was applied in a public high school in the EJA modality. Through this work, it was noticeable that biological collections as a didactic proposal promoted greater knowledge and appreciation of the biodiversity of the regional flora of the Amazon through the production of collections, which aimed to provide opportunities for student protagonism as an indispensable factor in improving the process. teaching in botany. With the application of the respective proposal, it was possible to learn about plant morphology in practice, where the students themselves constructed their study material, it was found through the results that the students presented their answers in a more accentuated way, in which they highlighted that with the practice, it was possible to learn more than the morphology of plants in practice, as it also provided opportunities for greater knowledge and appreciation of the regional flora, making botany teaching more dynamic and fruitful, in comparison with the data prior to the intervention, it was observed that the students demonstrated their knowledge more clearly and succinctly. It was noted, through the analyzes carried out, that collections as a didactic strategy proved to be an effective means of encouraging students to certain content linked to botanical themes that, in most cases, they are unable to achieve through a theoretical class alone. understand to develop scientific concepts.
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