Less attention has been paid to teachers' relationship to contemporary visual culture, and specifically about their own visual culture. In this paper, the author would like to focus on how they relate to these global visual discourses, in order to discuss their participation in the production of visual imaginaries. She will confront the argument that posits that teachers are totally opposed to the "mediatized children and youth," and completely alien to the language and imaginaries of electronic global media. The discussion of this paper will be organized around the results of a visual exercise performed during 2005-2007 in the context of courses on images and pedagogy, attended by teachers and education students from different countries in Latin America. The exercise asked the participants to select one powerful image in culture. This deliberately ambivalent assignment was intended to elicit the "ideoscapes" and "mediascapes" that teachers and education students value and embrace. The author will argue that the "powerful images" selected by teachers give many hints about the relationship between education and the production of global visual subjects. (Contains 5 figures and 10 notes.)