Historical problematization is essential for teaching and learning, since it is an element that allows reversing the factual and descriptive teaching of the discipline in favor of the development of historical thinking. In order to design and create historical problematization, the incorporation of the components of historical thinking, such as chance or temporality, is key. Thus, problematizing history is a skill and a competence of the teaching practice. However, despite its importance, its incorporation into the teaching of the discipline is not common practice. The objectives of this research are: describe criteria to develop the problematization of historical content based on temporality (bi and multi directional) and to characterize historical problematizations of practicing teachers who are taking a diploma program. The research is qualitative in nature, based on the documentary review of historiography texts, history didactics and a problem created by practicing teachers, corresponding to the training activities of a diploma program.