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Who starts the university runs into a first section -introductory course and first subjectscharacterized, by the majority of them, as unkonwn, disconcerting, uncertainly. But, each student deploys strategies to sustain themselves there. In the interviews made to 6 students form National University of Córdoba, that we analized, we realized that they mention the “support” and “accompaniment” from people who belong to university’s own spaces (teachers, classmates, political groupings, secretaries, others) and outside: family and religious groups. In this paper, we will try to reconstruct and characterize how students give an account of, discursively, of those ‘others’ that influence their admission and stay proceedings. Here, our focus is on recovering records where appear this “others” who make possible to sustain themselves at the university, and not those that impede or are negative influence for them. [ABSTRACT FROM AUTHOR]

During the last decade different organization have promoted Computer Science education in mandatory schooling. In this paper we analyze some teaching experiences in programming in primary and secondary public schools from Córdoba, Argentina. These experiences resulted form short professional development courses. Following an exploratory approach, we relied on teacher's reflections and classroom observation to identify for emerging themes around teaching programming through video games: 1) student enthusiasm, 2) the possibility of integrating different disciplines in programming projects, 3) collaborative work among the students, 4) the inclusion of special education students in programming tasks. We systematized teacher's reflections and classroom observation that allowed to built these emerging themes. [ABSTRACT FROM AUTHOR]