A política de cotas para ingresso no ensino superior como prática de inovação social emancipatória

This research analyzes the quota policy for entering higher education as a practice of emancipatory social innovation in the experience of a professional, scientific and technological education institution. For this, an instrument proposed based on the in-depth analysis model of Buckland and Murillo was used, articulated with the investigative domains of Michel Foucault - knowledge, power and ethics, resulting in five variables: impact and social transformation, intersectoral collaboration, sustainability, type of innovation, scalability and replicability. It is a qualitative case study with an exploratory and descriptive focus, developed from literature review, interviews with quota students, field notes and documentary research. Data analysis was performed using the five-phase Yin cycle. It was found that the quota policy for entry into higher education is an emancipatory social innovation insofar as it intervenes in access to public education - access that is beyond admission, allowing subjects to obtain means of constituting themselves in different ways within the scope of knowledge, power and ethics.