Qualitative Research in Education and the use of semi-structured interviews

This article aims to identify and analyze the use of semi-structured Interviews in qualitative research in Education, the limits and possibilities in the preparation and application of semi-structured Interview scripts. Among the questions, the following stand out: what are the main characteristics of semi-structured interviews applied to Education? What are the challenges and possibilities encountered by researchers when developing scripts and applications of Semi-structured Interviews in qualitative research? The methodological procedures relied on bibliographic sources to better understand the concepts, characteristics and stages of the semi-structured Interview, which constitutes a far-reaching methodological technique, and can be combined with direct observation and field notes. The collection of oral narratives is relevant and contributes to the history of education in periods or places where there were or are mainly official sources, that is, written documents issued by public authorities. In this way, the narratives can present part of a story that was officially denied, but that make up part of the memories about the installation and operation of rural schools in the Amazonian context of Rondonia.