Since two decades, the place given to the notion of territory is growing, as well in the elementary school program as in the undergraduate level. Another step will soon be overcome thanks to the high school reform with a totally renewed approach of this concept. This educational turnover raises questions. Does the concept of territory refocus on scattered topics, or is it the sign of the rising of a new field of teaching ? This presentation is based on both personal experience (through the author's participation to the national curriculum commission) and analytical research (the systematic counting of teacher's surveys, which stay confidential). Thus, the communication shapes firstly the sense of the territory in the making of curriculum, and then explores the obstacles encountered by teachers when the use this concept in the class.