This text presents three models of proximity in teaching of geography in primary school in Tunisia. The spatial possibility that gives a geographical meaning to the idea of proximity makes sense concerns learning geography. The positive dimension of proximity is constituted differently for each model. These models could provide benchmarks for teachers to analyse their practices and beliefs in geography.

This text presents three models of proximity in teaching of geography in primary school in Tunisia. The spatial possibility that gives a geographical meaning to the idea of proximity makes sense concerns learning geography. The positive dimension of proximity is constituted differently for each model. These models could provide benchmarks for teachers to analyse their practices and beliefs in geography.