2026-09-292026-09-292025-02-12PRUDENCIO, Adriana Cristina Madalena. Tecnologias educacionais para o acolhimento socioemocional no ingresso à universidade. Orientadora: Ana Cristina Vidigal Soeiro. 2025. 120 f. Dissertação (Mestrado em Ensino em Saúde na Amazônia) - Centro de Ciências Biológicas e da Saúde, Universidade do Estado do Pará, 2025.https://portaldaposgraduacao.uepa.br/handle/riuepa/295Universidade do Estado do ParáAbertoTecnologia educacionalEnsino superiorAcolhimentoSaúde mentalEducational technologyHigher educationWelcomingMental healthDissertaçãoCiências Humanas::Educação::Ensino-AprendizagemCiências Humanas::Educação::Ensino-Aprendizagem::Tecnologia EducacionalCiências Humanas::Educação::Planejamento e Avaliação Educacional::Avaliação de Sistemas, Instituições, Planos e Programas EducacionaisStressful factors associated with entering university can trigger a variety of consequences for students’ physical and mental health, impacting their academic performance and quality of life. Therefore, the implementation of psychoeducational actions in mental health should be considered a priority by higher education institutions in order to enhance learning and adaptation to the university environment. In this context, this study generated educational technologies aimed at the socioemotional support of students in their first year of higher education. To this end, a methodological approach divided into two stages was used. The first stage was carried out through field research, in which 254 newly admitted students at Faculdade Adventista da Amazônia (FAAMA) participated. For this, two questionnaires were applied, the Higher Education Adaptation Questionnaire (QAES) and the World Health Organization Quality of Life (WHOQOL-Bref), used to investigate students’ adaptation and quality of life after entering university. In the second stage, three educational products focused on socioemotional education were developed, including a didactic sequence of a socioemotional support workshop for students, a guide also for students, and a guide for educators. The results obtained corroborate the importance of socioemotional education, showing that better adaptation to the academic environment is associated with a better perception of quality of life in general. In addition, stress and socioemotional challenges during the transition to higher education require psychoeducational support since difficulties in managing the challenges faced when entering university life can lead to losses in academic performance. In terms of the research scenario, the educational products generated have the potential to boost the development of the emotional skills needed to deal with this important stage of professional training.PPG-ESA - Fundamentos e metodologias em ensino na saúde na Amazônia