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This chapter aims to examine how knowledge about the learning of students with special educational needs emerges in a Facebook group of special education teachers that was analyzed for six months. The global massification of social networks (SN) and interactive pages, coupled with the importance of networking and collaboration in educational innovation processes has led to various studies on the importance of communities formed in—and through—SN in education and teacher training. However, studies on the use of social networking in teaching communities have not problematized what is being produced as pedagogical knowledge and its relation with contextual governance. Instead, they focus on the human use of these networks and see digital communities as eminently human groups. In this chapter, a sociomaterial approach was applied that assumes human agency and agency of the digital environment, which allows us to take the digital seriously, giving it its own agency and enabling us to analyze human and digital interaction as a particular space of production. This grants us to understand why in these spaces, which we will call assemblages, particular forms of pedagogical knowledge emerge and how it relates to the given governance. In this respect, the results of the paper indicate that knowledge appears in an uncritical way in the assemblage of the human and the digital and it is circulated d as neutral and overwhelming affections, and as the governance marketisatione. In short, the group functions as a repository of desires, emotions, doubts, information, and pedagogical material, which demonstrates the overload that teachers experience in their work and relation to institutional material and, at the same time, how this overload requires multiple responses to achieve success without problematizing what is shared.