This reflective essay is part of a research exercise on the reflective experiences of meaning in life and the teaching of philosophy in high school students in Colombia. The main goal is to reflect on the importance of redefining the role of the school in the construction of meaning of life in young people through the teaching of philosophy as a way of life, in a context in which the school has become a territory of tension between two discourses; an institutional one represented by educational policies and their concern for results and continuous improvement; and the discourse of students who are deprived of the meaning of education. It is proposed, then, to think of the school as a place of resistance, understanding resistance not as opposition or denial but as a synonym of contemporary, a school in which the main concern and central axis is the formation of the being. The author followed an approach of paradigmatic articulation between modern hermeneutics, critical theory and the philosophy of education based on authors such as Gadamer, Bauman, Han, Larrosa and Bárcena. Consequently, the conceptual approach addresses some characteristics of contemporary society, the challenges it represents for secondary school and the reflective experiences of meaning in life as a pedagogical commitment to confront the exclusion from the world of life that characterizes contemporary school.