Globalization can be defined as "an objective process of joint structure", which affects economy, societies, institutions and cultures; it does not mean a uniform or unchanging whole, but rather the global articulation of local processes. Within this context, the meaning of global economy does not imply that all economic activity is global, but rather that it may operate from globalized command centers, inevitably involving local economy. However, in the face of global issues that cannot be managed at the national level, a crisis of national State representation arises, unless the State builds its identity on plural principles, as there must be a balanced relationship between globalization and the subjects’ personality, which, when ignored, means a risk for the local identity itself. Global economy is characterized by activities on a global scale and in real time, among which we can highlight innovation strategies and the importance of knowledge, "highly portable", which makes it especially suited for globalization, given the fact that globalization generated an acceleration in production, dissemination and exchange of scientific knowledge (Castells, 1999; Carnoy, 2006; Lucchesi, 2009/2011). In order for the global/local economic, political and cultural integration to succeed, it requires the exchange of knowledge produced in different countries and continents so as transform education and society. "One of the key effects of globalization on education is a clear shift from a predominantly national education system to a more fragmented, multi-scale and multi-sector distribution of activities which now involve new players, new ways of thinking about the production and distribution of knowledge and new challenges in terms of ensuring the distribution of opportunities for access and social mobility” (Dale; Robertson, 2007). In this globalized scenario, times of transition and change as well as the production of scientific knowledge and innovation become crucial for countries, especially developing ones. Recent public policies in Latin America, mainly in Brazil, have encouraged research funding and consequently the dissemination of knowledge produced by universities in international and local journals. Despite all the effort, there are significant differences in the results regarding the dissemination of knowledge production. This study aims to compare publications in indexed journals in Western and Eastern Europe, Latin America and Brazil, particularly in the state of São Paulo, in the period from 1996 to 2012. Moreover, the analysis aims to contribute to the planning and implementation of public policies, as well as to a better understanding of science by the scientific community itself. From a critical standpoint, these indicators are not sufficient to ensure the excellence of production and exchange of knowledge; however peer review, the corresponding publication of scientific papers and their impact on the academic community, along with its consequent results, have been the current way of legitimizing science, or the available method of analyzing and comparing what is being produced. The questions guiding the discussion proposed are: can the data from papers published in indexed journals in Western Europe, Eastern Europe, Latin America and Brazil contribute to the exchange of knowledge and researchers among these countries? Likewise, what is the contribution from papers published in partnership by researchers from different countries and the corresponding impact on the form of citations to the exchange of knowledge and researchers among these countries? What is the impact of such analyses on the creation of public policies for research funding, especially in Brazil and particularly in the state of São Paulo?

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