Mediatization: what we say and what we think 17 that, in the media, would circulate, giving rise to a transmissive tendency, dear to Communication Theory studies since its first and well-known academic incursions. Communication as a transmission would constitute its fundamental role which, as knowledge, would watch over learning and, above all, its propa- gation, always alert to novelties but especially to the support of knowledge as tradition and repetition, to maintain the main social bonds sedimented. The social dynamics would be protected as long as it were possible to communicate traditional values. In this sense, mediatization could be understood as circulation and would be summoned as a central role in that social dynamic. In this process, knowledge would be learning what was estab- lished and presented irrevocably as knowledge and privilege. As a process, society changes and, most of all, adapts to the economic, cultural, and technological clashes that cross it. In this process, communication emerges as an element capable of building the social reality and its transformation processes. Following Darwin, that process drags with it all the strategies that, since Homo habilis, presented alternatives to produce and develop that change to find paths that led that man to transform himself into Homo sapiens. However, it is not enough to verify that communication builds social reality. It is essential to know how it was built, and to what extent this construction requires constant perseverance. In this compass, communication makes evident its processes of communicability available for observation, an adequate basis for a science that, adherent to its practicing or happening, elects the empirical domain as the initial and suggestive instance for the production of theoretical-interpretive inferences (Ciro Marconde T s r ) a . nslated by communicability, this process reaches the production of knowledge, and its passive learning reconsti- tutes itself as an invention, albeit a slow but steady attempt (José Luis Braga). We move from learning to invention, which presupposes discovery and the risk of making mistakes when propos- ing hypothetical attempts and, above all, inferences directed towards some possible discovery elaborated and in germ in previous attempts. The panorama of these discoveries is fueled by questions. Among them, the query that has accompanied all of
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