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One of the challenges in Brazilian education has been to develop pedagogical practices that contextualize teaching and to foster dialogue between different types of knowledge in the classroom. In this article we aimed to identify the Biology teachers' conceptions regarding botany, and to answer the following questions: a) How is teaching practice conducted in high school botany classes? b) What are the challenges of teaching botany? c) What is the importance of practical classes for botany education according to the teachers' perspective? d) How do teachers understand and utilize students' local knowledge in botany classes?. The methodological approach used was qualitative. The research was conducted in four public schools within the State education system of Nazaré da Mata (PE), and the subjects were teachers who teach biology in the 2nd year of high school. We conducted semi-structured interviews, observations of botany classes, and meetings with teachers to discuss the study's theme and collect our data. We observed that the teaching practice regarding botany content was based on traditional teaching with a one-sided bias. According to the teachers, the main challenges for teaching these classes are the limited available time, the prioritization of content focused on external assessments, and the lack of school infrastructure. The teachers report difficulties in delivering the content and attribute these difficulties to their own training. Additionally, we observed a lack of dialogue between different types of knowledge in the classes, as most teachers were unaware of various forms of knowledge and how to approach them in the classroom. [ABSTRACT FROM AUTHOR]