The teacher, in one way or another, has always been identified as a Pedagogical authority. But if there were a society whose technological development determined radical Transformations in the production and dissemination of knowledge, to the point of decisive changing the relations between teachers and learners? Would the teacher continue to present a model of identity for the student who could access information online in any time and space? In view of the context of the digital culture society, the objective of this article is to investigate how student practices cyberbullying in relation to their teachers through images recorded by mobile phones, which are posted on the YouTube site. It will be analogue three videos posted by students from three different countries (Brazil, Portugal and England), whose images referred to situations experienced with their respective teachers. It is false intended to argue that such attitudes are signs of radical Transformations that are occurring in relation to the way students identify the teacher as a Pedagogical authority. The teacher, in one way or another, has always been identified as a pedagogical authority. But if there was a society whose technological development led to radical changes in the production and dissemination of knowledge, to the point of decisively changing the relationship between teachers and pupils? Would the teacher continue to represent an identity model for the pupil that could access information online at any time and spaces? In the context of the digital culture society, the aim of this article is to: investigate how students practise cyberbullying in relation to their teachers by means of images recorded by cellular telephones, which are posted on the image and comment sharing website called YouTube. Three videos will be analysed by students from three different countries (Brazil, Portugal and England), whose images refer to situations experienced with their respective teachers. It is also intended to argue that such attitudes are indications of radical changes that are taking place in relation to how students identify the teacher as a pedagogical authority.