This article shows the results of a study that consists of analyzing the real-life stories of teachers at different educational levels, which express the challenges experienced in their work during confinement. The methodology is qualitative in nature, the autobiography method is used, and the stories collected are analyzed and categorized by means of grounded theory. “Finally, the results obtained lead to delving into the subjectivities that are rarely visible in educational processes, and they are presented in a selective category named “Virtual Education” “in confinement, with three axials to support it: I) From Face-to-face.” education to Virtuality or Pseudovirtuality, II) Reality and Context, III) The family as a central axis in educational processes.