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This paper is part of an ongoing research which intends to analyze and describe the learning processes involved in the entrance to the computer science degree program at the Faculty of Mathematics, Astronomy and Physics of the Córdoba National University. The research conceives learning as a social, cultural, and historical situated process. In this article we communicate the answers to two questions that arose during the analysis of the data: What is learned during the first year at the degree program? Where is such learning oriented to? [ABSTRACT FROM AUTHOR]

This paper is part of an ongoing research which intends to analyze the experiences of beginner students of the Computer Science Careers of the Faculty of Mathematics, Astronomy and Physics of the Córdoba National University. During the first year of these careers the desertion level is high and there is an important percentage of students who can't past the exams. Using the situated learning theory proposed by Lave and Wenger (Lave, 1988; Lave & Wenger, 1991; Wenger, 1998) we want to describe the learning process that takes place during the encounter between beginner students just arrived to the university and the faculty community itself. We present a preliminary data analysis describing two analytic categories emerged in this first instance: «student- teacher relations and the legitimacies construction» and «identities construction». [ABSTRACT FROM AUTHOR]