Based on the contributions of authors who use the concept of "school knowledge" and consider it as an original and specific creation of the school culture, this paper discusses the use of analogies in history teaching. Since they help establish symbolic mediations and meaningful learning, analogies are often used by history teachers as a tool to help students understand school contents. They are recognized as a helpful resource to surpass the strangeness of unknown facts which become familiar by means of the comparisons provided. By relating scientific information to common sense, they help to transform the meanings of concepts and practices which are being studied, and configure an emblematic creation of school knowledge. Nevertheless, the risk of anachronism requires teachers be attentive and cautious to avoid errors
History teaching; Analogies; School knowledge; Didactic mediation