Abstract
The central aim of this research is to analyze Botany teaching. The studied data were part of the works about under graduation teaching, taken from the thematic section “Botany Teaching” at Botany National Congresses annals from 1995 to 2002, as well as from some public universities plans and programs for the discipline of Botany. The categories employed at analyses were: the student’s role; the teacher’s role: and the way content is considered. The bettering of Botany teaching, present at the analyzed documents, is mainly understood as the bettering of specific methodologies in the area or as teaching aids. The teaching conditions that make the critical and contextualized intake of knowledge possible are not considered, in spite of being indispensable for fostering students’ autonomy.
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