The pandemic intertwining with mediatization 281 devalued in the face of the forced rush to publish.” It emphasizes “the existence of a greater discontent in international scientific circles, denouncing that many professionals of scientific evalu- ation have become aware of the deadly dangers represented by the obsession with indicators for the future of universities and of quality research” (LE COMITÉ DE CARTA ACADEMICA, 2020). If, in themediation scenario, professors stood out for being messengers and spokespeople in the context of contact with their students, now, they become interfaces for other interactions. For example, they write to journals looking for a certification of their article, following bibliometric factors. The question is: how to assess the impact of their findings if the recognition processes are restricted to parameters and instructions provided by the datafication culture? Reliability forums, constituted by collegiate bodies, are replaced by the monitoring of indexing spreadsheets, and professionals complain about the routines of collective academic life, claiming that they need time to “take care of their sci- entific production [...].” Others warn that academic disciplines are becoming “customer services,” given the pressure imposed by the evaluation systems of their results. It is a reality that discourages the writing of books, especially those involving big ideas, since this modality of themes and content evaluation becomes harder (VERÓN, 2013, p. 26; and VERÓN, 2011). As an indirect comment on this issue, in which the role of the interference of institutions and their methods on university research is highlighted, besides the effects of these devices on the new formats of knowledge production, we emphasize that it gets drained by the devices of artificial intelligence that account for the enunciative and measurable production of results (QUIROGA, 2019). Reflecting on the transformations that the internet has imposed on the pedagogical environment of the university, we draw attention to the possible causes of these transformations in the students’ behavior toward professors, the pedagogical methods implemented in their activities, as well as their reading habits. In the context where he comments on the end of special- ists – such as professors –, Serres finds an example to show one of the effects of mediatization culture and artifacts on learning processes. When inquiring why Thumbelina chatters so much,
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