The aim of this text is to introduce Hipernexus as a didactic option in order of creating hypertextual documents, given the strong presence of TIC on classrooms nowadays; first of all, this involves posing the conception of hypertext, understood for the system and as such understanding, summed up to the basis of reading and writing we’ve witnessed throughout history, meaningfully changing the way we understand not only reading and writing, but also redefining reader’s role, diluting author’s figure, scattering texts’ borders that, until now, had behaved as intellectual, autonomic, odd and independent entities. This allows new texts to become an economy of open referents, heterogeneous and fill with fractures, sprains and jumps, hence they can’t be consider immediately on the sense of finished products as an unit.