This article presents the results of Masters research in Mathematics Teaching that focused on learning roadmaps as an educational opportunity for high school mathematics teachers. The roadmaps, adapted from work carried out as part of the Scientific Initiation Project IFC - Rio do Sul Campus, can be used by teachers to develop mathematics from real data. The research was based on the theory of Didactic Transposition and Critical Mathematics Education. The approach was denominated Reflective Didactic Transposition, aiming to unite the two theories in a process in which the knowledge to be taught is adapted to provoke reflections, establishing a setting for research that fosters the student's participation in the process and provokes discussions and decision making in order to encourage subjects to become engaged in transforming their own reality. In particular, the article provides an overview of the roadmaps detailed in the Masters thesis, applied in a class of IFC - Rio do Sul Campus
Reflection; Didactic Transposition; Scenarios for Research
