Philosophy is a school subject that is included in the official National curriculum for tenth and eleventh grade. Students are expected to develop and exercise their thinking skills as a result of their own initiative. However, and from the demand of policies such as "Colombia the Most Educated 2015-2025", a keen interest is assumed to strengthen the components of Mathematics, Biology, Chemistry, Reading Comprehension and English, suffocating to a certain extent the secondary education curricula, with the institutional objective of exceeding the national average in state tests and in the Synthetic Index of Quality Education. Consequently, I have observed that most students and parents assume Philosophy with less interest and decision, than other subjects, considering this subject as a filling discipline, resulting in disinterest, boredom, little attention and participation in class. Based on these considerations, the present study was carried out at Institución Educativa de Leña, Atlántico, which, from the hermetic paradigm and the phenomenological-descriptive route, linked to the theory of critical thinking, allowed for an exhaustive analysis of the meaning and purpose of the educational actors on the teachinglearning process of philosophy, and from there, explore possible resignifications of educational praxis, which allows, moving from the teaching of philosophy to the educational exercise of philosophizing.