José Luiz Braga 48 “automatic” routine) to make adjustments and punctual decisions for the specificity of the issues faced. Human groups are, thus, becoming experienced in their processes. Other situations imply more significant discoveries in this invention process, leading to the development of new tac- tics and strategies for the challenges of existence. Depending on their relevance degree, they can be adopted and generalized to the kind of challenges faced. In this case, they are propagated in the form of ready-made knowledge and, eventually, can be in- cluded in school learning processes. Some social inventions, however, are more compre- hensive and significant, having more extensive and modifying impacts on the culture of their contexts and, even more, on the human species itself. Of this type are the inventions that reach the social participants’ ways of interacting – directly affecting the communicational exercise of their activities. There is an important difference relating to the discov- eries mentioned above, which subsequently generate the learning of ready-made knowledge. Instead, we find more or less extended periods of instabilities – in which society has to learn how to deal with these processes; and develop strategies for overcoming un- certainties, confronting deviations, and malicious actions. We can remember some of the inventions that proved to be relevant in the process of civilization: cave paintings; the development of speech and oral language4; ideographic writing, in the East; alphabetic writing; rhetoric; sculpture; paintings; mediatization characterized by photography, cinema, radio, tele- vision, social media. Each step in such communication macroprocesses corresponds to a period of instability of interactional patterns in human societies. In different spheres of organization of human groups, communities, or societies, with their cultures, the emergence of such communicational developments provoked relatively long processes of interactional instability and experimentation. Although they were initially developed to face more or less target- ed problems, they did not spread in a “ready knowledge” mode. 4 Language researchers place this development in different alternatives: since the beginning of sapiens – 128 million years ago – in which oral language would be one of the basic characteristics; or just in "modern", around 50,000 years ago.
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