ABSTRACT The objective of the present study was to evaluate the effects of xylanase and probiotic supplementation on the performance, carcass characteristics, intestinal pH, intestinal viscosity, and ileal microbiota of broiler chickens fed diets containing wheat bran. The study animals were kept in metal cages, and the study was performed using a completely randomized design, with four treatments, six birds per treatment, and six replicates. The four treatments included a control group, a probiotic-supplemented group, a xylanase-supplemented group, and a group that received both xylanase and probiotic supplementation. The diets of all four groups contained wheat bran (50 and 30 g/kg for the starter and grower phases, respectively) and phytase, and at 10 d after hatching, the experimental birds were challenged orally with Eimeria sp commercial vaccine. During the initial phase, supplementation with xylanase, probiotics, or their combination yielded greater weight gains than the control diet; however, considering the period from 10-35 d, the chickens receiving xylanase + probiotic and the diet without the additives showed lower weight gain (2.746 and 2.600 kg, respectively). All the supplemented diets reduced cecum viscosity, and supplementation with probiotic showed a significantly lower pH (6.11). The ileal microbiota was also influenced by xylanase and probiotic supplementation, modulating the frequencies of the genera Lactobacillus and Clostridium. The positive effects of supplementation with xylanase or probiotics alone were similar to those of co-supplementation, and no associative effect was observed.

RESUMO: Trata-se de uma revisão bibliográfica sobre oficinas enquanto modalidade educativa. Foram analisados 256 artigos científicos oriundos de periódicos contidos na área de avaliação Educação na Plataforma Sucupira do CNPq que possuíam o termo oficina, seja no título, nas palavras-chave ou no resumo. As oficinas foram categorizadas e descritas de acordo com seus objetivos e modos de execução: oficina de trabalho, oficina didática, oficina pedagógica, oficina de leitura e escrita, oficina artística e oficina terapêutica. Dos artigos levantados, somente seis tinham como foco de análise a prática de oficinas enquanto modalidade educativa; os restantes empregaram as oficinas enquanto meio para o desenvolvimento de temas diversos. Por fim, argumentamos que a prática de oficinas no campo da Educação pode se revelar um instrumento profícuo para a produção de conhecimentos, processos de subjetivação e emancipação.

ABSTRACT: This is a bibliographical review on workshops as an educational modality. We analyzed 256 scientific articles from journals contained in the evaluation area of Education in the Sucupira Platform of CNPq that had the term workshop either in the title, keywords or abstract. They were categorized and described according to their objectives and modes of execution: job workshop, didactic workshop, pedagogical workshop, reading and writing workshop, artistic workshop and therapeutic workshop. Of the articles surveyed, only six focused on analyzing the practice of workshops as an educational modality; the rest employed workshops as a means of developing diverse themes. Finally, we argue that the practice of workshops in the field of education can prove to be a fruitful instrument for the production of knowledge, subjectivation and emancipation processes.

RESÚMEN: Esta es una revisión bibliográfica de los talleres como modalidad educativa. Se analizaron 256 artículos científicos de revistas contenidas en el área de evaluación de Educación en la Plataforma Sucupira de CNPq que tenían el término taller, ya sea en el título, en las palabras clave o en el resumen. Se clasificaron y describieron según sus objetivos y modos de ejecución: taller, taller didáctico, taller pedagógico, taller de lectura y escritura, taller artístico y taller terapéutico. De los artículos encuestados, solo seis se centraron en la práctica de talleres como modalidad educativa; el resto utilizó los talleres como un medio para desarrollar diferentes temas. Finalmente, sostenemos que la práctica de talleres en el campo de la Educación puede resultar un instrumento útil para la producción de conocimiento, procesos de subjetivación y emancipación.