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The presence of this Organization for Economic Cooperation and Development\u2019s (OECD) international large-scale assessment in national spaces has diverse manifestations, such as supporting \u201canalyses and rationales\u201d for the discussion of specific issues, or being used as a \u201csource\u201d for secondary studies or as \u201clearning opportunity\u201d for the development of accountability policies (Lawn and Grek 2012). So far, PISA became a central element of a universe of knowledge, which, paraphrasing Lindblad and Popkewitz (2004: xx\u2013xxi), ensures that expert-based education policies can lead each nation into the so-called knowledge society. The chapter addresses this umbilical relation between governing and expert knowledge by examining the meanings and processes that sustain PISA contemporary status of indispensable resource for the imagination and scrutiny of educational issues and policies.<\/jats:p><jats:p>Based on the revision of a previous article on the organizational and cognitive dimensions of PISA (Carvalho. Eur Educ Res J 11(2):172\u2013188, 2012), and on the posterior works on the uses of PISA in national and supranational contexts (Carvalho and Costa. Discour Stud Cult Polit Educ 36(5):638\u2013646, 2015; Carvalho and Costa. A European politics of education? Routledge, London, 53\u201372, 2016; Carvalho et al. Eur J Educ 52(2):154\u2013166, 2017) and on the intensification and sophistication of PISA\u2019s association with the policy processes (Carvalho. Organized\u2014and organizing\u2014mutual surveillance. Plenary presentation at the Seminar \u201cEducation governance and international assessments\u201d, ESRC series on \u2018The Potentials, Politics and Practices of International Assessments. University of Edinburgh, 2014; Carvalho. Educa\u00e7\u00e3o &amp; Sociedade 37(136): 669\u2013683, 2016), the chapter focuses on the fabrications, that is the fictions and the making (Popkewitz. Educational knowledge. State University of New York Press, Albany, 3\u201327, 2000a, Popkewitz. Educational Researcher 29(1):17\u201329, 2000b) that support the projection of PISA as a central element for thinking-acting education policies.<\/jats:p>","DOI":"10.1007\/978-981-13-8343-4_14","type":"book-chapter","created":{"date-parts":[[2020,6,10]],"date-time":"2020-06-10T17:13:56Z","timestamp":1591809236000},"page":"259-273","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Revisiting the Fabrications of PISA"],"prefix":"10.1007","author":[{"given":"Lu\u00eds Miguel","family":"Carvalho","sequence":"first","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2020,6,11]]},"reference":[{"issue":"136","key":"14_CR1","doi-asserted-by":"publisher","first-page":"685","DOI":"10.1590\/es0101-73302016166001","volume":"37","author":"C Addey","year":"2016","unstructured":"Addey, C. (2016). O PISA para o Desenvolvimento e o sacrif\u00edcio de dados com relev\u00e2ncia pol\u00edtica. 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