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The aim of this research was to understand whether the Federal Institutes of Minas Gerais, in their Biological Sciences degree courses, are training teachers to work in integrated secondary education (EMI) from the perspective of integral human development, and how this training perspective is contemplated in the political-pedagogical projects (PPCs) and curricula of these courses. This research was based on the hypothesis that, as they are institutions specializing in vocational and technological education and offer technical education in integrated or non-integrated forms, the Federal Institutes are fruitful spaces for teacher training that promotes a promising dialogue between these forms in its curriculum, strengthening their relationship. In the end, it was possible to confirm the hypothesis that the degree courses at these institutions can differ from the training offered at universities and that they are in line with the demands of the federal network, making them differentiated and privileged places for teacher training in general.