The media conflates and distorts in its coverage on the war on terror- simultaneously misrepresenting and constructing the political and historically complex conflict between the Middle East and the West. Due to the current social-political climate of increasing xenophobia and the normalisation of Islamophobia, this study attempts to expand previous studies conducted on the media in relation to the war on terror. This is a comparative quantitative analysis of media framing between a Western news source and an Arab news source, examining their coverage of the November 2015 Paris attack and the March 20th Sana’a, Yemen attack. The findings revealed a deep complexity and intertwining of the media and its representation on the war on terror: the U.S. news source engaged more so in forms of biased framing of when covering the Paris attack and held a Western gaze of superiority when covering the Yemen attack, while the Arab news source proved to be overall less biased but was found to be susceptible to Westernisation.

This study examines the ways that videogames and live performance are informed by play theory. Utilizing performance studies methodologies, specifically personal narrative and autoperformance, the project explores the embodied ways that gamers know and understand videogames. A staged performance, “Shall We Play a Game?,” was crafted using Brechtian theatre techniques and Conquergood’s three A’s of performance, and served as the basis for the examination. This project seeks to dispel popular misconceptions about videogames and performance and to expand understanding about videogaming as an embodied performative practice and a way of knowing that has practical implications for everyday life.

As mobile technologies have increasingly become a part of personal and work environments, mobile learning is emerging as a viable alternative for training and education needs. Faced with the need for innovative and cost-efficient ways for training government employees, agencies and departments are considering the use of mobile learning. The availability of a wide range of mobile technology provides many options. Other than the Department of Defense, little is known about implementing mobile learning in United States government cabinet level agencies and departments. A concurrent, mixed methods case study was used to examine how organizations decide to use, implement and evaluate mobile learning efforts. The framework and context were established through a thorough review of recent, related research literature. A purposive sampling strategy was used with the goal of targeting participants that have the greatest potential of using or considering the use of mobile learning. Three research questions guided the study and concentrated on the influences on the decision to implement mobile learning, the approaches organizations take and the methods used to evaluate implementations. A self-administered online questionnaire, using both structured and semi-structured questions and a review of publicly available documents were used to build a picture of the evidence that described the current state of mobile learning in cabinet-level agencies and departments. Quantitative and qualitative data were collected, integrated, interpreted and compared. Connections and relationships were made between mobile technology use, mobile learning environments, mobile learning content, educators and trainers, mobile learners and mobile learning evaluations. The results revealed that cabinet-level agencies and departments have begun to make use of mobile technology to support the delivery of business service. To a lesser extent, perceptions are forming, and the role of mobile learning continues being defined, as organizations are cautiously adopting its use. Policies and guidelines are in the early stages of development. The results contribute to the growing body of work on the use of mobile learning.

This paper reports on the findings of the research in which an evaluation of the Kha Ri Gude Mass Literacy Campaign was conducted at five different learning centers in Tshwane. The campaign was initiated as a result of the observation that“… South Africa’s system of Adult Basic Education and Training (ABET) is not reducing the number of illiterates in spite of the constitutional right of all South Africans to basic education in their own language” (Ministerial Committee on Literacy, 2007: 5). Furthermore, studies have shown that illiteracy especially among black South Africans is not going down. This is thus preventing affected people from contributing effectively and meaningfully to the social economic and political life of the new democratic SouthAfrica. The evaluation was to inter alia assess how the problem of illiteracy was being addressed in light of the campaign’s focus of using mother tongue as a way of enhancing the learning process. Data collection instruments included questionnaires that were completed by coordinators, supervisors, and volunteer educators involved in the campaign. Class observations were carried out on the learning process in order to establish the degree to which mother tongue instruction made it easier for the learners to among others participate effectively and meaningfully during the learning process and assess how different volunteer educators’ different teaching methodologies impacted on the performance of the learners. Preliminary results indicate that mother tongue teaching greatly enhances learner participation and understanding. It is therefore recommended that efforts to conscientize people about the benefits of using mother tongue when teaching be done so that all people can be able to reap its benefits.

Em oito anos de experiência ministrando aulas para o Ensino Médio, foi possível perceber as constantes deficiências com relação aos conceitos de biologia, principalmente no que diz respeito à estrutura do DNA e como a síntese de proteínas é realizada. Há uma grande dificuldade dos alunos compreenderem tais conceitos, e isso se dá muito provavelmente por se tratar de um assunto de grande abstração e que requer certa dose de imaginação e criatividade, visto que essas estruturas só são visualizadas por meio de imagens em livros, dificultando assim a assimilação e o entendimento do assunto. O objetivo deste trabalho foi investigar se a utilização de metodologias diversificadas (seminários, elaboração de jogos e produção de vídeos) contribui para o processo de ensino aprendizagem, promovendo um aprendizado significativo e efetivo sobre os conceitos de citologia, DNA e síntese de proteínas. A pesquisa foi realizada com dois grupos de 25 alunos da 2ª série do Ensino Médio, sendo aplicada a diversidade metodológica na turma 1 e metodologia tradicional na turma 2 (controle). Foram aplicados questionários antes e após a utilização das estratégias metodológicas descritas acima. Os dados coletados demonstram que a utilização de metodologias diversificadas contribui para o processo de aprendizagem dos alunos. / In eight years of experience teaching classes to high school, it was revealed the continued shortfalls in relation to biology concepts, especially with regard to the structure of DNA and how protein synthesis is performed. There is great difficulty students understand these concepts, and it occurs most likely because it is a matter of great abstraction, and that requires a certain amount of imagination and creativity, as these structures are only displayed through pictures in books, making it difficult so assimilation and understanding of the subject The objective of this study was to investigate whether the use of different methodologies (seminars, preparation games and video production) contributes to the process of teaching and learning, promoting a meaningful and effective learning about the concepts of cytology, DNA and protein synthesis. The survey was conducted with two groups of 25 students of the 2nd year of high school, being applied to methodological diversity in the class 1 and class 2 in the traditional method (control). Questionnaires were administered before and after the use of methodological strategies described above. The collected data show that the use of diferente methodologies contributes to the learning process of student.

Este trabalho apresenta uma comparação de três modelos metodológicos aplicados aos estudos da Fragilidade Ambiental. A aplicação destes modelos resultou na confecção de três mapeamentos diferenciados de Fragilidade, os quais foram analisados e comparados entre si. Dos três modelos metodológicos aplicados, dois foram propostos por ROSS (1994), um com apoio nos Índices de Dissecação do Relevo, e o outro nas Classes de Declividade. O terceiro modelo foi proposto por CREPANI et ali (1996) baseado nas Unidades Territoriais Básicas - UTB's. Os três modelos de análise da Fragilidade ambiental propostos partem do mesmo princípio: as Unidades Ecodinâmicas preconizadas por TRICART (1977) para delimitar áreas no contexto dos diagnósticos ambientais. As áreas são caracterizadas por diversos atributos: rochas, relevo, solo, cobertura vegetal/ uso da terra e pluviosidade. No entanto, estes modelos apresentam diferenças na operacionalização dos métodos, e também, nas variáveis analisadas. Destas divergências resultam três mapeamentos diferenciados. Apesar dos diferentes resultados apresentados pelos três modelos de análise da Fragilidade, seus objetivos são os mesmos, servir como subsídio ao planejamento estratégico ambiental. Os mapeamentos das Fragilidades Ambientais identificam e analisam os ambientes em função de seus diferentes níveis de fragilidade. Através destes documentos torna-se possível apontar as áreas onde os graus de fragilidade são mais baixos favorecendo, então, determinados tipos de inserção; e áreas mais frágeis onde são necessárias ações tecnicamente mais adequadas a essas condições. / This work presents a comparison between three methodological models which were applied to Environmental Fragility studies. The application of these models resulted in three different Environmental Fragility maps, which were analyzed e compared with each other. Of the three methodological methods used, two were proposed by ROSS (1994), one of them based on the Relief’s Dissection Index and the other on the Slope Classes. The third model was proposed by the INPE (1996), based on the Basic Territorial Units – BTU's. The three models come from the same principle: The Ecodynamics Units, defended by TRICART (1977) to classify areas regard to its environmental diagnosis. The areas characterized by several information: rocks, topography, soil, vegetation/ use of the soil and pluviosity. However, these models present differences in the operationalization of the methods, and also in the variables analyzed. These divergences results three different mappings. Although the different results presented by the three models, its purposes are the same: to gather information to the Environmental Strategic Planning. The environmental Fragility mappings identify and analyze the areas according to its different fragility levels. Through these documents it´s possible to point out the lowest fragility rated areas, favoring then certain types of insertion; and the most fragile areas, where more adequate technical actions are required.

O impacto ambiental gerado pelas atividades pecuárias sobre o meio ambiente desperta cada vez mais atenção para estudos de avaliação do potencial poluidor das atividades. Essas atividades contribuem significativamente para as emissões de amônia e gases de efeito estufa. A amônia por sua vez contribui para a eutrofização e acidificação dos ecossistemas. Gases de efeito estufa (GEE), incluindo o dióxido de carbono (CO2), metano (CH4), óxido nitroso (N2O) e vapor de H2O são considerados os principais gases responsáveis pelo mecanismo de aquecimento global e as alterações climáticas. Atualmente, a carne suína é a mais consumida no mundo, estima-se que seu consumo aumentará nos próximos anos e, para atender esta demanda, os sistemas produtivos de suínos deverão ampliar sua capacidade produtiva para abastecer o mercado consumidor crescente. A avaliação ambiental dos sistemas de produção de suínos torna-se essencial para garantir a sustentabilidade do setor. Assim, pelo exposto, essa pesquisa tem como objetivo caracterizar as emissões de amônia e gases de efeito estufa em uma unidade de produção de suínos na fase fisiológica de crescimento e terminação utilizando duas metodologias: a contínua e a simplificada. Além disso, pretendemos verificar os resultados obtidos pelas duas metodologias por meio do balanço de nutrientes: este permite avaliar a coerência dos dados obtidos pelas duas metodologias. E por fim, correlacionar as emissões gasosas à variável climática temperatura. O estudo foi desenvolvido em uma granja comercial, no município de Concórdia - SC. A mensuração dos gases foi realizada segundo as recomendações das metodologias: contínua e simplificada. As concentrações dos gases no ar foram mensuradas pelo analisador de gás (INNOVA 1412). As emissões gasosas médias foram calculadas considerando a taxa de ventilação e as diferenças de concentração de gases entre o ar interior e exterior da instalação. O fluxo de emissão obtido pela metodologia simplificada em [g. suíno-1. hora-1] foram 2,689 para o CO2, 0,30 para o N2O, 4,39 para o CH4, 13,55 para o NH3 e 3,273 para água. O fluxo obtido para a metodologia contínua em [g. suíno-1. hora-1] foi de 574 para CO2, 0,67 para o N2O, 19,50 para o CH4, 5,84 para o NH3 e 7,239 para vapor de água. Em comparação ao balanço de massa, a metodologia simplificada apresentou maior coerência em relação aos dados obtidos. / The environmental impact caused by the livestock activities is increasing the number of researches about it, taking into consideration the pollution effects in the environment. The agricultural activities have a great contribution to ammonia\'s and greenhouse gases\' emissions. Ammonia contributes to eutrophication and acidification of ecosystems. Greenhouse gases (GEE), including CO2, CH4, N2O and vapour of H2O are considered the main responsible gases for the global warming and the climate changes. Nowadays, the pig flash is the most consumed one worldwide and this consume tends to continue increasing in the next years. In order to attend this request, the swine production systems must extend their productive capacity to supply the consumer market. The environmental evaluation of swine production systems has been considered essential to guarantee the sustainability of this sector. Taking into consideration this situation, this research aims at characterizing the ammonia\'s and greenhouse gases\' emissions in one swine production installation in the growth physiological stage and in the terminating stage, basing ourselves in two methodologies: the continuous and the simplified ones. Furthermore, we aim at verifying the obtained results by these two methodologies, through nutrient balance: this one enables to evaluate the data\'s consistency using both methodologies. And finally, we objective to correlate the gas emissions to the temperature (climatic variable). This research was developed in commercial farm in Concórdia - SC. The gas mensuration was accomplished by the two cited methodologies: the continuous and the simplified. The concentrations of gases in the air were measured by the gas analyzer (INNOVA 1412). The average gas emissions were estimated, taking into consideration the ventilation rate and the concentration differences of gases between the interior and exterior part of the installation. The emission flow obtained by the simplified methodology in [g. swine-1. hour-1] was 2,689 to CO2, 0,30 to N2O, 4,39 to CH4, 13,55 to NH3 and 3,273 to water. The emission flow obtained by the continuous methodology in [g. swine-1. hour-1] was 574 to CO2, 0,67 to N2O, 19,50 to CH4, 5,84 to NH3 and 7,239 to water vapor. Comparing theses values to the mass balance, the simplified methodology presented a greater consistency in relation to the obtained data.

<p>All of the work described in this dissertation involves the use of Indigenous research frameworks to design research projects, to facilitate communication with Indigenous communities that I have collaborated with, and also to teach and mentor undergraduate and graduate students. Indigenous research frameworks emphasize the importance of place in relation to the integrity of cultural values espoused by many Indigenous communities. This entails a respect for the spirituality component of Indigenous people because this is often directly tied to relationships between the land, animals, and plants of their local environments.</p> <p>While some research has been conducted to help understand Indigenous people’s understandings of geoscience, less emphasis has been placed on recognizing and leveraging common connections Indigenous students make between their Traditional cultures and Western science. Thus, the research presented in this dissertation identifies connections Indigenous learners make between geology concepts and their everyday lives and cultural traditions in both formal and informal settings. Some of these connections have been integrated into place-based geoscience education modules that were implemented within an introductory environmental science course. </p> <p>Qualitative analysis, using a socioTransformative constructivism theoretical lens, of semi-structured interviews after implementation of a Sharing/Learning program for an Acoma pilot project, implemented informally, and for a series of geoscience education modules at a private university provides evidence that elements reflective of the use of sociotransformative constructivism (e.g. connections between global and localized environmental issues) were acknowledged by the participants as particularly impactful to their experience during implementation of the geoscience-focused activities. In addition to the socioTransformative theoretical perspective, Indigenous research frameworks (i.e. Tribal Critical Race Theory) were used to contextualize the educational interventions for two different Indigenous communities, Acoma Pueblo and the Confederated Tribes and Bands of the Yakama Nation. Tribal Critical Race Theory was not used to analyze the semi-structured interviews. Instead the Indigenous research frameworks were used to ensure that the research practices undertaken within these Indigenous communities were respectful of the Indigenous community’s cultural values, that Indigenous data sovereignty was paramount, and so that the research objectives were transparent. In addition, permission to publish the results of this research was sought from the governing entities of both Tribal Councils of Acoma Pueblo and the Yakama Nation.</p> <p>The research presented in this dissertation provides evidence that academic research can be undertaken in respectful ways that benefit Indigenous communities. The connections that participants in the Acoma Sharing/Learning program could potentially be used to create more culturally relevant educational materials for the Acoma Pueblo community, if that is what the governing entities of the Acoma Pueblo community desire. The modules implemented more formally at a private university could potentially, with permission from the governing entities of the Yakama Nation, be integrated into geoscience programs at a broader level creating opportunities for contemporary Indigenous perspectives to be valued alongside Western modern science. Moving forward, this could potentially increase interest among Indigenous community members in pursuing academic pathways within geoscience disciplines.</p> <p>The research pursued in this dissertation is only a beginning. Approaches to research that promote the agency of local communities in the types of research questions asked and how that research is conducted should be a priority for Western scientists to maintain a respectful relationship with the many communities, Indigenous and non-Indigenous, in which they work. It is my intention to be part of this revolution in how academic researchers interact with contemporary Indigenous communities as well as the next generation of scientists. In the future, my research will continue to serve and benefit Indigenous communities, but I will also begin asking research questions that will help increase the use of diverse and equitable practices within academia. In this way, I hope to bridge the two worlds of Indigenous Knowledge systems and Western science with the primary purpose of maintaining respect among these two communities. In the future, my research will focus on how these respectful practices can move beyond academic research and pedagogy into the realms of professional development, mentoring, and community revitalization.</p>

Este trabalho consiste em uma pesquisa-intervenção que aborda o protagonismo infantil na América Latina, com o objetivo de pensar, desenhar, propor, implementar e analisar um método participativo para a revitalização e ocupação consciente de espaços públicos degradados, a partir do olhar e da experiência da criança da e na periferia. Partindo de cinco pilares fundamentais, que norteiam e permeiam o trabalho como um todo, o Co-Criança, nasce como um projeto de pesquisa, se torna um Método e constitui finalmente um coletivo, que devolve o protagonismo às crianças, como agentes, usuárias e possíveis transformadoras de todos os espaços que estão em volta delas. A saber, os cinco pilares: o Diálogo, a Cooperação, a Educação Socio-Ambiental, a Autonomia e a Liberdade, são colocados como as bases inspiradoras da análise, desenho e implementação de cada processo e resultado do trabalho desenvolvido pelo Co-Criança. A primeira expêriencia do coletivo, que ocupa a este texto desmembrar, foi efetivada junto com as crianças e a comunidade educativa do Centro da Criança e do Adolescente Elisa Maria, localizado na Brasilândia, Zona Norte de São Paulo. A práxis freiriana, a Metodología Comunicativa Crítica e Una Escuela Sustentable; servirão como inspiração para desenvolver com as crianças as vozes e as vezes das quais tanto precisam. Serão as ferramentas por meio das quais a pesquisadora consegue incentivar a criança a fazer uso do poder da sua palavra, no processo de se tornar protagonista dos espaços que ela pretende e deve ocupar na esfera pública. Por meio da sistematização de oito oficinas, teremos o Método Co-Criança, como principal produto deste trabalho, que consegue tirar a criança das salas de aula e levá-la pras ruas, onde vivencia uma educação integral. A proposta do Co- Criança parte do desejo de fomentar a co-responsabilidade de todos os atores sociais e não só das instituições educativas, para com a criança: pois ela deverá ocupar, de forma consciente, os espaços livres da periferia, sendo sujeito e não assujeitada às decisões da vida adulta. A criança, neste Método, gera conhecimento a partir da sua própria experiência, pareceres e o próprio olhar sobre a comunidade à que pertence; e consegue resgatar o seu poder de mudar os espaços públicos da periferia que pretende usufruir-, sem ser mudada de lá. Por meio do Co-Criança, a criança e a comunidade local se tornam parte ativa e fundamental do grupo de pesquisa, integrando academia e sociedade civil na reconstrução de saberes multidisciplinares sobre a região latinoamericana. Assim, este trabalho defende a convivência da criança com todas as outras partes da sociedade, a inseri como responsável e merecedora dos seus direitos e deveres como cidadã; incentiva a escuta de seus pontos de vista, por parte de jovens, adultos e idosos que, ao longo do país e da região, costumam isolá-la e ignorá-la. E, por último, faz das metodologias participativas uma possibilidade excepcional para tornar projetos que nascem das vontades coletivas da própria comunidade, politicas públicas que poderão contribuir com a integração de diversas camadas da nossa sociedade, com a integração da América Latina. / This project consists of a research-intervention which addresses the \"children\'s protagonism\" in Latin America with the objective of thinking, drawing, suggest, implement and analyse a participative method for the revitalization and conscious occupation of degraded public spaces, from the perspective and experience of children from the suburbs. Based on five fundamental pilars that orient and permeate the work, the Co-Criança starts as a research Project, becomes a method and finally originates a group of people which aims to deliver the protagonism back to the children as agents, users and possible change-makers of the spaces surrounding them. The five pillars -Dialogue, Cooperation, Social-Environment Education, Autonomy and Freedom- are the inspiring bases of the analysis, development and implementation of each process; and the achievement of the Co-criança\'s work. The first group experience was developed with the children of the educational community of \"Centro da Criança e do Adolescente Elisa Maria\" located in Brasilândia, North Zone of São Paulo City, Brazil. The Paulo Freire´s praxis, the Critical Communicative Methodology and the Una Escuela Sustentable´s case; will inspire the process of giving the children the voice and opportunity, that they need so much. They will be the tools through which the researcher can encourage children to make use of the power of their voice in the process of becoming protagonist and transforming the spaces they intend and must occupy in the public sphere. Through the systematization of eight workshops, it will have as a result the Co- Crianças Method, which is the main product of this project, that eventually will take the children out of classrooms and bring them to the outside, where they can experience an integral education. The Co-Criança\'s proposal starts from the desire to foster the coresponsibility of all social stakeholders and not only of the educational institutions, towards the children: because they must consciously occupy the free spaces of the suburbs, being active and not only passive characters from adult\'s decisions. The children, in the Co-Criança Method, generates knowledge from their own experience, opinions and their own view of the community from where they belong; and it enables them to rescue their power to change the public spaces of the suburbs where they will be able to use and enjoy, without the need to be moved from there. From Co-Criança\'s approach, the children and the community become an active and fundamental part of the research group, by integrating the Academy and Civil society on the rebuild of multidisciplinary knowledge about Latin America. Therefore this work defends the coexistence of the children together with all the other parts of the society, inserting them as responsible and worthy for their rights and duties as citizens, encourages the attention for their points of view, by young people, adults and the elderly who throughout the country and the region, usually isolate and ignore them. It makes the participative methodologies an exceptional possibility to make cooperative projects that rise from the community\'s own desire; public policies that can contribute with the integration of several layers of our society, with the integration of Latin America.

Essa pesquisa avaliou o efeito da suplementação de dois complexos enzimáticos sobre o desempenho, incremento de energia e digestibilidade da matéria seca (MS), proteína (PB), aminoácidos (AAs) e extrato etéreo (EE) por 3 metodologias (coleta total de fezes, coleta com indicador e coleta ileal) em rações de frangos. No ensaio de desempenho foram utilizados 2.592 pintos machos distribuídos em um delineamento inteiramente casualizado com sete tratamentos (1: controle positivo; 2: controle negativo 1 (CN 1) decrescido de 2% de energia metabolizável aparente (EMA), AA e PB na fase de 1 a 21 dias e de 2,5% na fase de 22-42 dias; 3: controle negativo 2 (CN 2) decrescido de 4% de EMA, AA e PB na fase de 1 a 21 dias e de 5% na fase de 22-42 dias; 4: CN 1 mais 400 g do complexo A (&alpha;-amilase e &beta;-glucanase); 5: CN 1 mais 500 g do complexo B (&alpha;-amilase, &beta;-glucanase e xilanase); 6: CN 2 mais 400 g do complexo A; 7: CN 2 mais 500 g do complexo B), sendo o tratamento 1 com 6 repetições e os outros com 7, totalizando 48 parcelas experimentais com 54 aves cada. Foi adotado um programa alimentar com 2 fases: de 1 a 21 dias e de 22 a 42 dias. As características de desempenho avaliadas foram: consumo de ração, ganho de peso, conversão alimentar, conversão alimentar ajustada, viabilidade e índice de eficiência produtiva. No ensaio de metabolismo foram utilizados 351 pintos machos de um dia alojados em baterias seguindo delineamento inteiramente casualizado com os mesmos tratamentos do experimento 1, sendo os três primeiros com 5 repetições e os demais com 6, totalizando 39 parcelas experimentais com 9 aves por gaiola. O complexo enzimático B na dieta com menor redução proporcionou desempenho similar ao encontrado no controle positivo nas diferentes fases estudadas. Na primeira coleta do ensaio de metabolismo, realizada com aves de 21 dias, os complexos enzimáticos não foram eficazes em incrementar a energia da ração e a digestibilidade da matéria seca, do extrato etéreo, da proteína bruta e dos aminoácidos. Na coleta realizada com aves de 42 dias, o tratamento 5 proporcionou maiores valores de energia digestível e metabolizável, não diferindo dos tratamentos 1, 3 e 4 na metodologia de coleta total e dos tratamentos 3 e 4 nas metodologias de coleta com indicador e coleta ileal. O tratamento 5 ainda apresentou maior digestibilidade da MS pela metodologia de coleta com indicador. Os complexos enzimáticos melhoraram a digestibilidade do EE quando comparados aos seus respectivos tratamentos controle. Os tratamentos 4 e 5 apresentaram maior digestibilidade da PB pela metodologia de coleta ileal. Os maiores coeficientes de digestibilidade dos AAs concentraram-se no tratamento 5, seguido pelo tratamento 4. No geral, a metodologia de coleta total de excretas promoveu resultados mais consistentes. Conclui-se que a utilização de enzimas exógenas e viável técnica e economicamente. / This study evaluated the effect of supplementation of two enzymatic complexes on performance, energy increment and digestibility of dry matter (DM), crude protein (CP), amino acids (AA) and ether extract (EE) by three methodologies (total excreta collection, collection with marker and ileal collection) in broilers diets. In the performance assay a total of 2,592 male broiler chicks were randomly distributed in seven treatments (1: positive control; 2: negative control 1 (NC 1) with 2% reduction on apparent metabolizable energy (AME), AA and CP from 1 to 21 days and 2,5% from 22 to 42 days; 3: negatice control 2 (CN 2) with 4% reduction on AME, AA and CP from 1 to 21 days and 5% from 22 to 42 days; 4: NC 1 with 400 ppm of enzymatic complex A (&alpha;-amylase and &beta;-glucanase); 5: NC 1 with 500 ppm of enzymatic complex B (&alpha;-amylase, &beta;-glucanase and xylanase); 6: NC 2 with 400 ppm of enzymatic complex A; 7: NC 2 with 500 ppm of enzymatic complex B. Treatment one had six replicates and all the others treatments had seven replicates, in a total of 48 experimental units of 54 birds each. A feeding program with two phases was used from 1 to 21 days and from 22 to 42 days. Body weight gain, feed intake, feed conversion rate, adjusted feed conversion rate, viability and index of production efficiency were measured. In the metabolism assay a total of 351 male broiler chicks were housed in metallic batteries and randomly distributed in the same treatments of the performance assay. Treatments 1, 2 and 3 had 5 replicates and all the others treatments had 6 replicates, in a total of 39 experimental units of 9 birds by cage. The enzymatic complex B in the diet with lower reduction reached the same level of performance as the positive control diet. In the first collection of the metabolism assay (21 days), the enzymatic complexes were not efficient to increment the energy of the feed and digestibility of DM, EE, CP and AA. In the collection with 42 days, the treatment 5 provided the best result for digestible and metabolizable energies, but was not different of the treatments 1, 3 and 4 in total excreta collection methodology and of the treatments 3 and 4 in collection with marker and ileal collection methodologies. Treatment 5 even provided higher digestibility of DM by collection with marker methodology. The enzymatic complexes improved the ether extract digestibility when compared to their respective control treatments. The treatments 4 and 5 presented higher crude protein digestibility by ileal collection. The highest coefficients of digestibility of AA were observed in treatment 5, followed by treatment 4. In general, the total excreta collection methodology promoted higher consistency of the results. It was concluded that the exogenous enzymes utilization is technical and economically feasible.