Fragments d’Alep est le récit d’une navigation à travers des images de guerre. Celle-ci débute en 2016, année d’intensification et de conclusion de la guerre civile d’Alep. Elle tente de retrouver les moments marquant de la constitution d’un imaginaire de guerre et du monde arabe par son auteur. Imbriquée dans une mémoire technique où l’histoire de la représentation du Moyen-Orient semble déterminée par les transformations liées à l’ère du numérique, cette navigation devient le lieu de digression qui souhaite interroger les images de guerre à travers les textures des écrans qui les ont diffusées. / Fragments of Aleppo draws a navigation through images of war. It begins in 2016, year of the intensification and conclusion of the civil war in Aleppo. It is an attempt from the author to find the key points of the building of the collective imagination as regards war and the Arab world. Embedded in a technical memory where the history of the representation of the Middle East seems determined by the transformations engendered by the digital age, this navigation becomes a site of digression that wants to interrogate images of war through the texture of the screens that broadcast them.

This thesis deals with the problem and subsequent diagnostics of selected didactic concepts. The main objective was to determine to what extent the perception of selected didactic concepts is connected between pedagogical faculty students and teachers at first level primary school in practice. The theoretical section focuses on the definition of concepts included in the research and a description of the semantic differential method. The practical section examines the research results and subsequently processes these using the semantic differential method.