The Relational in the Theory of Practice Architectures: Reflections from a Theoretical-Empirical Dialogue on the Complex Dynamics of the Transformation of Practices into Praxis

Participatory methodologies used in education for peace-building provide light on the relations that sustain the social glue and the political life at stake in contemporary societies. This chapter presents some theoretical project-based insights about the need of an analytical-synthetic approach when using the Theory of Practice Architectures (TPA) in research work for social change. The TPA’s analytical contribution is brought into dialogue with Latin American sociologist Fals Borda’s notion of ‘feeling-thinking’ praxis and pedagogue Paulo Freire’s notion of dialogue as praxis, as well as with German political theorist Hannah Arendt’s notions of action and speech. The dialogue of TPA with these thinking tools made sense in exploring the lived experiences of different communities in Colombia in the field of higher education for peace. This chapter draws on three research projects aimed at supporting the peace-building process when the Peace Accord was signed by the Colombian Government and the Revolutionary Forces of Colombia—People’s Army (FARC-EP in its acronym in Spanish) in November 2016.