Currently, sex education is in many countries a transversal subject, in which the school becomes a privileged place for the implementation of policies that aim at promoting "public health." Its design as a cross-cutting subject envisages fostering the dissemination of these subjects in all pedagogical and curricular fields; however, we seek to understand whether such strategy is presented in the national curricular parameters (Brazil) as an attempt to mask the intention to control and to dictate education standards (to control and to submit teachers and students), or if it objectifies critical, reflexive and participative sex education that can perceive sexuality from a broader perspective (not only as a social problem to be solved, but also as life, pleasure and understanding of the other).