THE OTHER FACE OF THE FOURTH MODULE OF THE HEALTH EDUCATION IN SCHOOLS

Program zdravstvenog odgoja u školi temelji se na holističkom poimanju zdravlja, koje obuhvaća očuvanje zdravlja i kvalitete života, humane odnose među spolovima i ljudsku spolnost, prevenciju ovisnosti, kulturu društvene komunikacije i prevenciju nasilničkog ponašanja, navodi se u uvodnoj riječi kurikuluma. No je li tomu baš tako s obzirom na to da se aktualni program spolnog odgoja u hrvatskim školama temelji na programu cjelovite seksualne edukacije prema već postojećim model-programima u zemljama Sjeverne i Zapadne Europe. Program o kojemu je ovdje riječ promiče pozitivne (liberalne) stavove prema seksualnosti općenito, što podrazumijeva otvorenost i prihvaćanje svih oblika seksualnog ponašanja, kao i spolne/rodne ravnopravnosti te uvažavanja spolnih prava seksualnih manjina. Autori ovog programa u Hrvatskoj pozivaju se na neke međunarodne institucije. Imaju li sve te organizacije neki osobni interes u borbi za opće dobro? Mnoge feminističke i homoseksualne udruge s oduševljenjem su dočekale i podržale kurikulum 4. modula zdravstvenog odgoja u školi. Zašto? Razlozi uvođenja kurikuluma zdravstvenog odgoja u školi daleko nadilaze one o nepravilnoj i nezdravoj prehrani, pretilosti predškolske i školske djece te o seksualnoj neinformiranosti adolescenata i rapidnom širenju spolno prenosivih bolesti. Posrijedi su zapravo duboko isprepleteni društveni i vanjskopolitički utjecaji povezani s transformacijama i strujanjima u Europi i svijetu. Autorica ovog članka pokušava pronaći odgovore na mnogobrojna pitanja koja se vješto prikrivaju općim ishodima kurikuluma zdravstvenog/spolnog odgoja u školi.According to the introductory word of the curriculum, the program of the Health Education in schools is based on a holistic perception of health, which encompasses the protection of health and quality of life, humane relationships among sexes and human sexuality, prevention of addictions, culture of a social communication and prevention of a violent behavior. But is it really so? Namely, the actual program of sexual education is based on the program of a holistic sexual education in accordance with the North and Western Europe model-programs. The program advocates a liberal attitude towards sexuality in general, implying openness and acceptance of all forms of sexual behavior, as well as sexual/gender equality and appreciation for sexual rights of sexual minorities. Authors of this program refer to some international institutions. Do these organizations have a particular interest in their efforts for the common good? Many feminist and homosexual associations show enthusiasm for this curriculum of the fourth module of the health education in schools. Why? The reasons for the introduction of the curriculum of the health education lie far beyond the concern for bad nutrition, obesity, ignorance regarding sexuality among adolescents and rapid spread of sexually transmitted diseases. The problem hides in deeply intermingled social and foreign politics influences related with the current social transformations and tendencies in Europe and the World. The author of this article tries to answer many issues finely disguised in the general expectancies of the curriculum for the health / sexual education in the schools