In this article, we discuss the training of professionals in history and the role expected from history courses at present by looking at activities that are designed to go beyond university walls - in other words further education courses. As a case study we use the Cultural Academic-Scientific Activities required in Teacher Training courses under CNE/ CP Resolution 01/2002, taking as a example the specific case of the history course of the Federal University of Rio Grande do Norte, Natal campus. To support our ideas, we look at the making of curricula and the determining of activities from the perspective of curriculum studies. After this we reflect on how our views are transposed to the manner we organize further education activities in undergraduate courses.
curriculum; further education; undergraduate courses
