Sapiens... Qui nesciat. Social learning and the mediatized homo sapiens 53 We see that humanity has developed the prudence to criticize its experiences at the same pace as its inventions. The development of a critical system is shown, then, as a continuous test of ongoing social learning, reducing the probability of errors and deviations, whether they occur due to unpredictability or by minor interests. Human actions that are continuously organized – and seek to overcome errors and correct unproductive arrange- ments – depend (as an intrinsic part of their processes) on a correlated development of circuits characterized by the critical observation of what is created and produced in this space. We have, therefore, a critique of literature, of cinema, of arts in gen- eral, of cuisine. The criticism of politics in a democratic society is made by the availability of an equal voice for minorities and the opposition. A relevant part of journalism is exercised as politi- cal critique – “all cultural production implies a social observation that manifests in speeches about this production” (BRAGA, 2017, p. 2 W 5 e ). realize that a critique system is characterized by two constituent aspects. The first is that it is an essentially com- municational process, putting into circulation, in society, reac- tions to what society itself tentatively does. The second characteristic is that it is a social learning dispositif. We learn from our critique systems by making course corrections and reinventing the social logics. In the university space, we have already developed some aspects of a critique system related to media pro- cesses. The seminar on mediatization in which this topic was discussed seems to be a good example. But our learning about mediatization still depends on the development, in the social environment itself, of a robust system of criticism in commu- nicational circuits, mediatized or not. Or, more interestingly, in circuits that involve mediatized and non-mediatized processes. The generalization of such circuits in all areas is evi- dence that social participants perceive that learning the world – facing the diverse challenges that life and society offer – im- plies tentative processes and that it is not enough to wait for the consequences to ensure the quality of learning. Thus, for society, it is not enough to “generate/learn a process” and make this knowledge circulate. At the second level of observation of oc-
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