This book presents the Didactic Intervention Project (PID), whose central theme is 'The Philosophical Text in High School Philosophy Classes'. It is hoped that the students will realise what skills are needed to write philosophical texts, and to develop their writing and reading skills. The aim of the analysis is to provide the means to reflect on organised knowledge as a need for individuals, and that the philosophical text in philosophy classes in the 1st year of secondary school enables the development of reading practices as experiences of reflection and philosophical criticism. The justification for this intervention is that the students realise what skills are needed to write philosophical texts and that we, as educators, should lead our 1st year high school students to write new stories and be more effective in writing and reading their philosophical texts, so that they become more critical and reflective within and outside the community in which they live. The methodology and interaction carried out during this book was fundamental for this research to achieve the expected results.