This study is part of a larger project called Recurring Difficulties of the 5th year Learners in elementary school in Mathematics, developed during 2011 to 2012. The present study brought together teachers of eighteen schools units from São Paulo/Brazil with the intention to understand the manner of these teachers identified and represented the difficulties of their students regarding Geometry knowledge; using interviews with those groups of teachers as well as analyses of national curriculum documents with the framework of Social Representations Theory. The outcomes have shown a network of meanings, historically built and summarized in the following contexts: the absence of a minimum repertoire of knowledge built by this group around geometry concepts and content; negative categorization of geometry, considered abstract and also unfit to be taught; presence of an essentially practical teaching; displacement of the goal of the teaching of geometry, reduced to its practical application, rather than the possibility of developing the capacity to represent and theoretically operate on daily life. The abstraction of geometry ceases to be a characteristic or goal to be achieved, to constitute itself as an emblem negative, justifying all actions for a teaching essentially practical.