Since late last century, evaluation as a resource to achieve educational quality was implemented as an education policy in Latin America. In Mexico, its effects were imposed throughout its education system, and higher education was no exception. Currently, there is an over-evaluation of the system, which not only measures, discovers, and diagnoses academic conditions and outcomes, but prescribes what and how things should be done in a recessive economic framework. This kind of environment limits the allocation of financial resources to certain areas and issues, imposing an efficiency-oriented and pragmatic rationality. In institutions of higher education, research and the work of its creators have been disrupted by a control logic that inhibits their abilities; this objectifies them in a regulatory framework that establishes a quality concept in terms of their productivity, which is assessed under standards that denature the work of the researcher and the specificity of social knowledge at the expense of the quality of life, health, and research itself. This article aims to reflect on this subject.
