Using the results of an inquiry with interviews and questionnaires conducted with twelve teams of teachers in IUFM, the author describes how the teachers of the primary level see the geography they teach. Conceptions of the subject matter, methods of teaching, choice of the subjects taught, organization of their own curriculum are different means to build this inventory used. The analysis shows a core of conceptions and practices and some divergences or differences between the force of description-nomination-localization and the desire for more demanding practices and their execution. This relation with history and civic education, school subjects traditionally linked to geography in French schooling, underlines the specificity of the questions of geography teaching at the primary level, but also the interest of thinking the three school subjects together, particulary when you examine them in the light of the disciplinary models built by didactics.