Vos droits en matière de vaccination

DROITS DE L’HOMME ET DU CITOYEN/CITOYENNE

  

 

POURQUOI EN DEPIT DES LOIS D’OBLIGATION VACCINALE

LES VACCINATIONS NE SONT PAS OBLIGATOIRES EN FRANCE

OU COMMENT FAIRE VALOIR SES DROITS.

 

 

Dans son rapport publié en 1986, la sociologue Claudine MARENCO, directrice de recherches au CNRS, analyse avec pertinence comment la vaccination a progressivement pris en France le caractère d’une institution inquestionnable (étude réalisée sur demande du Centre international de l’enfance).

L’obligation sur laquelle s’est fondée le système mais aussi le conditionnement idéologique opéré par l’école publique, et renforcé, nourri, par tout le discours ambiant sur Pasteur (' bienfaiteur de l’humanité ') explique la raison pour laquelle la vaccination pour les mères de famille est bien moins objet de connaissance, qu’affaire de règle, et de foi. A propos de la vaccination des enfants, la parole est en quelque sorte interdite. L’obligation vaccinale fait des familles une clientèle captive pour le pédiatre et le généraliste. L’obligation permet aussi de se dispenser de procéder vis à vis des familles à une éducation sanitaire.

La vaccination est au cœur de la machine médicale qui fait ce qu’elle veut des individus. Les ' systèmes de santé ' avec leurs multiples ramifications administratives ligotent les libertés individuelles et mettent tout le monde au pas : fichier, vaccicarte, carnet de santé, sanctions ordinales, sont des réalités qui enchaînent le citoyen, le privant de tout choix.

Les personnes sont aussi confrontées au levier psychologique utilisé pour la promotion des vaccins : la peur et la culpabilité, l’exclusion des enfants des crèches, des écoles, les menaces de licenciement mises d’ailleurs à exécution, la déchéance de l’autorité parentale, la condamnation à des amendes, le harcèlement déstabilisateur, avant toute dimension scientifique, face à la force du dogme.

 

Le droit à la transparence de l’information du public en matière sanitaire n’est pas respecté puisqu’elle ne consiste qu’en une très forte incitation à vacciner par des procédés publicitaires sans précédent, présentant notamment dans un document unique (le calendrier vaccinal) les vaccinations obligatoires et celles qui sont facultatives sans mentions particulières. (aucun débat n’est organisé).

Le public n’a pas droit à la sécurité : pas de respect du principe de précaution, pas de moratoire. Les questions sur les effets secondaires et la accidents ne sont pas abordées. Aucune mise en garde ou réserve n’est formulée pour les allergiques, les enfants sous traitement de gamma-globulines, les séropositifs, les personnes ayant des antécédents de sclérose en plaques (sauf si les personnes en ayant connaissance en font mention). Aucune précaution ni examen médical sérieux n’est pratiqué avant la vaccination : recherche d’anticorps, typage HLA, qui permettraient d’éviter des réactions post-vaccinales importantes et graves.

L’acte vaccinal n’est pas un acte administratif mais médical. L’exercice de la médecine foraine est interdit (cf article 74 du code de déontologie médicale). En tant que tel, il est régi par l’article 16-3 du code civil qui stipule 'qu’il ne peut-être porté atteinte à l’intégrité du corps humain qu'en cas de nécessité médicale pour la personne. Le consentement de l’intéressé doit être recueilli préalablement. '

L’article 16-1 dispose également que ' chacun a droit au respect de son corps ', et que ' le corps humain est inviolable '.

L’article 16 mentionne aussi que ' la loi assure la primauté de la personne, interdit toute atteinte à la dignité de celle-ci et garantit le respect de l’être humain dès le commencement de sa vie '.

Les dispositions des articles 16 du code civil sont d’ordre public (cf. article 16-9). Elles s’imposent ainsi à toute juridiction.

Ces textes consacrent les droits de toute personne sur son propre corps (érigés en droits subjectifs).

Or les droits établis par les articles 16 sont des droits corollaires du principe constitutionnel de dignité de la personne humaine du 27/7/94, qui est né pour apporter au droit le concept de l’humanité dans l’homme.

Le conseil constitutionnel a fait de la dignité humaine un principe de valeur constitutionnelle, décontextualisé, pouvant être décliné dans d’autres circonstances, selon l’occasion. Pour le conseil, il reste cette nécessité de la protection de la dignité de la personne humaine contre toute forme d’asservissement et de dégradation, ce qui est le risque majeur né des progrès des sciences et des techniques au rang desquelles figure prioritairement la pratique vaccinale et sa dangerosité.

L’article 16-3 du code civil établit la liberté de choix thérapeutique concernant notamment l’acte vaccinal. Ces droits qui correspondent au droit de l’homme occupent la première place dans la hiérarchie des normes juridiques.

Il en résulte que ces droits fondamentaux de la personne font échec aux lois d’obligation vaccinale, qui, insérées dans le code de santé publique ne relèvent que des ' droits sociaux ', et qui n’occupent par conséquent qu’une place inférieure aux droits de l’homme dans cette hiérarchie des normes.

Au demeurant, les lois d’obligation vaccinale n’ont pour but principal que de soutenir l’activité économique engendrée par la distribution et le remboursement des vaccins et d’assurer à cette industrie qui participe à l’équilibre de la balance commerciale, une rente de situation.


La jurisprudence a ces dernières années, largement étendu l’obligation d’information des patients :

-l’arrêt de la Cour de cassation du 25/2/97 indique : ' Celui qui est légalement ou contractuellement tenu d’une obligation particulière d’information doit rapporter la preuve de l’exécution de cette obligation. Ainsi, il incombe au médecin, tenu d’une obligation particulière d’information vis à vis de son patient, de prouver qu’il a exécuté cette obligation ',

-l’arrêt du 14/10/97 de la Cour de cassation dans le cadre de la responsabilité contractuelle mentionne :

' 1. Le médecin a la charge de prouver qu’il a bien donné à son patient une information loyale, claire et appropriée sur les risques des investigations ou soins qu’il lui propose.

2. L’information que doit donner le médecin à son patient sur les risques des investigations ou soins qu ‘il lui propose a pour objet de permettre au patient d’y donner une consentement ou un refus éclairé.

3. Le devoir d’information pèse aussi bien sur le médecin prescripteur que sur celui qui réalise la prescription.

4. la preuve de l’information donnée par le médecin à son patient peut être faite par tous moyens, et notamment par des présomptions au sens de l’article 1353 du code civil. '

 

En vertu de ces deux arrêts, le patient peut désormais demander au médecin vaccinateur une trace écrite de l’information en tant que preuve. Il va de soi qu’une information incomplète ou tronquée de sa part pourrait donner lieu à un recours contre lui.

A propos du consentement, Germain Lacroix, juriste au SOU-Médical précise dans le quotidien du médecin n° 6251 du 26/3/98 : ' Les praticiens doivent, depuis les arrêts des 25/2 et 14/10/97, être en mesure de prouver qu’ils ont fourni aux patients une information loyale, claire, appropriée et exhaustive au moins sur les risques majeurs, et la plus complète possible sur les risques plus légers. Cette information a pour but de permettre au patient (ou à ses parents pour les mineurs, cf. article 372 du code civil) de refuser la vaccination proposée en estimant que les risques sont supérieurs aux bénéfices escomptés '.

En résumé, le refus de consentir à l’acte médical qu’est une vaccination résulte bien des dispositions de l’article 16/3 du code civil d’une part, et son organisation et sa mise en œuvre des deux arrêts précités, d’autre part.

Enfin, Le code de déontologie médicale qui s’impose aux médecins se conforme bien à la loi (cf. article 16.3).

En effet l’article 36 stipule que : ' Le consentement de la personne examinée ou soignée doit être recherchée dans tous les cas. Lorsque le malade, en état d’exprimer sa volonté, refuse les investigations ou le traitement proposés, le médecin doit respecter ce refus après avoir informé le malade de ses conséquences. '

L’article 40 de ce même code précise aussi que : ' Le médecin doit s’interdire, dans les investigations et interventions qu’il pratique comme dans les thérapeutiques qu’il prescrit, de faire courir au patient un risque injustifié '.

 

 

Ce document a été élaboré par l’UNION NATIONALE DES ASSOCIATIONS CITOYENNES DE SANTE (U.N.A.C.S.) : antoinette.costa@free.fr/ JP.GAUFILET@wanadoo.fr / alyccs.sdd@wanadoo.fr / jeanmora@noos.fr

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English confused about the basics of crushing, is a long process of learning and accumulation, including morphology and syntax. There are the pronunciation of lexical words (accent is different from the change in meaning), word memory, part of speech conversion, word usage, word collocation, polysemy, n., and cooked their meaning, etc.; syntax, including sentence (used to express ), sentence structure. In the usual course of study, the key words must make clear above, be aware of.
Cultivate the good habit of saying the word all times: the polysemy (or word usage or when n.), must pay attention to listen, to reflect the repeated reading of word usage, listen back, and analysis of previously seen sentences in comparison constantly try to figure out its use, and understand its meaning in different sentences, for the various meanings of the word and usage have a clear understanding.
1 item bank to build their own fault: the fault of the usual questions arise record each and every (category best), note the reasons are wrong answers and wrong and constantly look at, or by early study hall to read aloud the sentence correctly, this way, familiar with sentence structure, language sense is also a good way. records must adhere to the wrong question, excluded the available time is still wrong in the title or the key tag, so your knowledge of the network is getting close; exam look wrong title of this, you will not have no idea; another review concluded that it also can play an important role.
2, treatment of the memory of words, to make use of fragmented time, such as 5 minutes before class, after school, or playground on the way to the canteen, or write a note on the hands separately. Fragmentary time as if the gold scattered to the ground, who readily picked up, who eventually will become a rich man.
3, note that handling a dictionary, and pay attention to their meaning cooked: To develop the habit of using dictionaries at any time, not only give you a thorough understanding of a word, but will virtually expand vocabulary. In recent years, the entrance reading, and often some learned words, but it is examining its meaning other than textbooks, such as: interest ---- interests; interest; mind ----- care; care (Most people don 't seem to mind Allan.); in time ----- then (Don't worry --- I'm sure things will get better in time.); save ----- avoided (Most of us tell much the same white lies, harmless untruths that help to save trouble.); state ---- clarify; statement (The author states that ...) and so on.
4, read the text by heart: teaching materials are carefully selected and revised texts of the English language, the essence is the very standard of English. Each completion of a text, the article must reflect the sentence structure and usage, and the emerging text with phrases and draw, in full text on the basis of understanding to recite; Middle School to time constraints, and full recitation too late, we focus on the planning sentences to memorize lines; but, also pay attention to digestion and absorption, so the usual problems in reading and writing consciously use it to become their own thing. More reading, more background is one of the ways language sense.
II. The establishment of Grammar
Learning grammar is important, because grammar is extracted from the language of the law summarized by law to carry out language practice will be followed, more with less. If the vocabulary is to build high-rise brick, then the syntax is the cement bond brick. However, grammar can not rely on rote learning, note the number of rules is necessary, but more importantly, understood only by comprehending the right can only be applied flexibly, such as tense, we must seek the specific context of the discussion on the practical significance only . Also, learn grammar so do not pull the dead, some expression can not be used to cover the use of grammar. Examination of the hot spots for grammar, such as tense, non-predicate, the three clauses (scheduled from, name from, like from a) modal verbs such as to achieve clarity, along with a certain amount of practice. Learning grammar is not an end but a means, it is important how to use.
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With some basic vocabulary and grammar, it should be a lot of reading. While attention to reading skills, but only through more reading, will increase capacity, "read a hundred times since its meaning is" is the truth. Who is stronger on the article's sensibility, the more accurate the answer. Reading ability improves, other areas such as Gestalt, error correction and other naturally gone up.
In recent years, the college entrance examination to read the article genre and varied, diverse content, topics closely linked to the beat of the times. Such as the 2003 Historical Geography of reading involved (geographical profile), the study found, book introduction, the impact on the Japanese foreign language, network development on sales of the paper. It test students understanding of various style, but also examine the details of the grasp of each of the students is also a test of extra-curricular knowledge. In addition, the article concise language authentic, original, very few people modify the trace; article informative, large words. Therefore, it is recommended the following note:
1, expanding the scope of reading, increased reading volume: vigorously promote extensive reading; the same time, look at this year's College Entrance Examination, a candidate reading the more extensive range of knowledge touches on the more broad, background knowledge and life experience more rich, read more was easy; while expanding the reading should be appropriate vocabulary, such as common words, popular words would have to record, access to dictionaries and to keep memory;
2, to further improve the reading speed: on reading, understanding and speed inseparable, reading speed restricts the improvement of reading ability. Therefore, the lesson must be conducted under the ceiling of reading, reading for class status under the state close to the examination room;, each day reading five or so.
3, familiar with various genres, do not stick to the hands of the reading, pay attention to idioms and slang. Some students saw science articles have a headache, a new genre to see the flustered. So, usually have to get out into the title, into a variety of newspapers, magazines and other reading materials in English, in addition to a taste of the content, the characteristics are familiar with their language, but also for new genres have a certain understanding. To see a variety of advertising messages, notices, drug description, icon or invoices, be aware of. In addition, read some magazines, such as readers of the fine translation of the article, sometimes helpful.
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5, re-written: in 2003 the implementation of online marking, but also raise the requirements on the writing, characters will have full round, medium size, not even the pen;
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