Historically, the identification of the teacher as a pedagogical authority by the students has been observed. However, how can one identify a student’s desire to “be in the teacher’s place” in a society whose algorithmic technology of facial recognition informs the behavioural patterns of the student to the teacher? The answer to this question was precisely what fostered the elaboration of the following goal: to reflect critically about the consequences of the fact that inorganic digital algorithmic authority provides the teachers the organic assessment guidelines and surveillance upon the student’s attitudes. In conclusion, teachers and students need to be re-signified in their identities, which implies questioning the ambivalent relationships that have always characterized them in the context of digital culture.