2026-09-242026-09-242025COSTA, Tassio Vinicius Silva. O tecnoestresse entre docentes no ensino em saúde: construção e avaliação de produtos educacionais. Orientador: Ivonete Vieira Pereira Peixoto. 2025. 102 f. Dissertação (Mestrado em Ensino da Saúde na Amazônia) - Centro de Ciências Biológicas e da Saúde, Universidade do Estado do Pará, Parauapebas, PA, 2025.https://portaldaposgraduacao.uepa.br/handle/riuepa/285AbertoEstresse psicológicoSaúde do trabalhadorProduto educacionalPsychological stressWorker healthEducational productDissertaçãoCiências da SaúdeCiências Humanas::Educação::Ensino-Aprendizagem::Tecnologia EducacionalCiências da Saúde::Saúde Coletiva::Saúde PublicaThis study investigates the design and evaluation of two Educational Products (EPs) focused on Technostress, developed from research conducted at two private Higher Education Institutions (HEIs) in Parauapebas, Pará, Brazil. The objective was to understand the repercussions of technostress among faculty members in technology-assisted teaching practices, through the lens of Work Psychodynamics (WP), in order to equip HEI management with educational tools for faculty development on these issues. Employing a methodological research design with a quantitative-qualitative approach, data were collected through a questionnaire administered to 20 faculty members, which assessed their socio-professional profiles, the impact of technostress on teaching activities, and the mitigation strategies and pedagogical improvements employed by educators. Additionally, two Focus Group (FG) sessions contributed to the creation of a podcast series titled "Dialogues: Health Education & Technologi@s", as well as the development of a Workshop Script proposal aimed at promoting best practices in technology-enhanced teaching. Both products were evaluated by participants regarding their usability and relevance to health education. The results revealed that the faculty group is relatively young and heterogeneous in academic background. Identified impacts of technostress included difficulty, resistance, or overreliance on the use of Digital Information and Communication Technologies (DICTs), as well as coping strategies related to individual approaches, student interaction, or teaching practices, in a context marked by limited institutional support. The EPs were deemed appropriate and valuable for health education, receiving positive evaluations regarding their usability and practical applicability.PPG-ESA - Gestão e planejamento em ensino na saúde na Amazônia