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An experience of teaching philosophy in secondary school through the mediation of literature is analyzed. The study, of a qualitative nature, adopted a participant research model, in which the researcher intervened in his own classroom context. The research used Jean-Paul Sartre's existentialist novel Nausea as a methodological contribution to the teaching of philosophy. Assuming that existentialism was a philosophical current that used literature as an expression of philosophical ideas, we saw the pedagogical potential of the communicating neighborhood between philosophy and literature, which unites the literary experience with texts that also show philosophical discussion. The main idea was to treat philosophical concepts through literature as an invitation to reflection, analyzing the ludic element in literature as a game of thought. This research also sought to produce a reflection on the pedagogical practice of the author of this study: to become aware of the importance of training a reflective teacher who combines know-how with honest criticism of their own professional capacity.