This article presents a study on the construction of teachers’ identity based on the aesthetic experience of literature in distance education. For this purpose, we analyze the self-dialogic and aesthetic process of creating a set of Garcia Lorca’s video poems, by a teacher (DOM). In this process, we look at the specifi cs of cyberculture and the audiovisual language and hypertext considered by the teacher in the aesthetic construction of self, and how this impacts both the student and the teacher, promoting the meeting of the two. In the video poem, the teacher presents art and also becomes an art representation. We conclude, in this study that the aesthetic construction of self occurs systematically, organized by the context and interactions of the virtual learning environment (VLA) in which it operates. We understand identity as a set of positions organized in a semiotic way, as an aesthetic of self that is shaped by interaction with others.