This work presents an educational proposal that integrates Computational Thinking, Maker Education, and Project-Based Learning in Computing classes for 9th graders. The research seeks to overcome reproductive practices involving Arduino, replacing the use of ready-made codes with creative and investigative experiences aligned with the pillars of Computational Thinking. As a product of the research, the instructional guide “Projeto, Código, Ação!” is being developed to support the implementation of sustainable projects created in maker spaces. The activities are structured around the theme of ODS 11, encouraging students to create Arduino prototypes that address real urban issues. The study, currently in progress, examines how these practices foster the development of the pillars of Computational Thinking in a contextualized and meaningful way.This work presents an educational proposal that integrates Computational Thinking, Maker Education, and Project-Based Learning in Computing classes for 9th graders. The research seeks to overcome reproductive practices involving Arduino, replacing the use of ready-made codes with creative and investigative experiences aligned with the pillars of Computational Thinking. As a product of the research, the instructional guide “Projeto, Código, Ação!” is being developed to support the implementation of sustainable projects created in maker spaces. The activities are structured around the theme of ODS 11, encouraging students to create Arduino prototypes that address real urban issues. The study, currently in progress, examines how these practices foster the development of the pillars of Computational Thinking in a contextualized and meaningful way.