The present work aims at characterizing the teaching-learning process of geometry and its dynamics in the rural multigrade primary school. It was carried out according to the scientific and pedagogical demands at the time of applying it at schools and, by means of theoretical and empirical methods, develops a systematization which focuses on the most outstanding elements in its evolution. The article provides an interrelation between the contributions from previous research works and the contemporary peculiarities of the multigrade primary school, what permits a point of view to highlight the significance of these schools and the real potentialities to teach geometry. As a conclusive item, it is assumed the development and evolution of the teaching of geometry throughout history, and in the context in which it is developed, it permits specify that the different stages established fully reflect the constant dynamics in the teaching-learning process of geometry in the graded primary schools and the rural multigrade primary schools in a similar way without considering the peculiarities of this education context.