In the face of technological advances and the major health crisis faced by the world, due to the COVID 19 pandemic, the use of the internet, through its wifi networks, has become inevitable as the greatest means of promoting communication to transmit information and, above all, make the most comfortable life with the most practical and modern mechanisms. However, the availability of internet access is not for everyone, making the process of social exclusion clear. Attentive to this, this research presents the proposal of a didactic sequence based on the Three Pedagogical Moments (3 MP) linked to Art, through Theater Games, having as a generating theme the use of the internet to work with the content of electromagnetic waves. This sequence aimed to favor the understanding of contents related to electromagnetic waves, working on the student's playfulness, creativity and expressiveness, in addition to contributing to their critical formation with the problematization and reflection of social issues. For this, a research with a qualitative approach was carried out, with an average of 20 high school students from a public school as a target audience. Thus, there was the implementation of the following teaching, through 9 face-to-face meetings, in which aspects related to the internet were addressed, through its wifi networks, curricular content, related to electromagnetic waves. Throughout the application of the didactic sequence, pedagogical use was made of plickers, wordwal, phet simulator and theatrical scenes. Data were collected through questionnaires, written and drawn productions by students during the meetings. The analysis of the questionnaires was performed using the technique of content analysis. The drawn or written productions resulting from the Theater Games were interpreted according to the experiences of each student in contact with the theatrical game. The plickers, on the other hand, were analyzed using the data generated by the site itself and the data referring to the simulators, wordwall and experiments were analyzed through the questionnaires applied post-manipulations and post-practices, aiming at the discursive responses of the students about such experiences. The theatrical scenes were evaluated according to the organization of each group and the resources adopted in the plays as a way of showing what they learned throughout the application of the activities and a reflection of the unification of theatrical apparatuses with the teaching of Physics content. Thus, from the appreciation of the results, it was noticed the conceptual evolution of electromagnetic waves and their satisfaction in working together Physics and Art, through Theater Games, resulting in great debates and reflections on social issues present in everyday life.

Keywords: Teaching Physics. Three Pedagogical Moments. Theater Games.