This article asks about the relationship between innovation and education in a post- humanist context. For this purpose, biopolitics is assumed as an interpretive and critical key through the concept of dispositive (understood here as an explanatory mechanism), which will allow evaluating the dynamics of the exercise of power, control and normalization of education through the discourse of innovation. In this way, it is intended to understand innovation in education as a discourse that establishes concrete practices to cope, govern and live reality. Finally, the forms of integration between innovation and education in a specific context, that of post-humanism, are referred to in order to reflect on the functions of the school in this new human habitat and to propose the possibilities of post-human education, in this case, from some postulates of critical pedagogy.