This article is part of an ongoing doctoral thesis that defends the importance of promoting the insertion of Computational Thinking in the Licentiate course in Pedagogy, as it is present in the National Common Curricular Base (Base Nacional Comum Curricular (BNCC)) and this, in turn, based on Resolution 02/2019 of the National Council of Education, constitutes the guiding element of the curricula for training Basic Education teachers. This research uses a qualitative approach. In terms of typology, it is empirical (a case Study) and documental, using content analysis as a method. The evidence obtained through an intervention with graduate students of the Pedagogy course at the University of Vale do Itajaí, through pedagogical workshops, indicate that it is possible and viable to propose activities aimed at developing Computational Thinking for this public.