The difficulties of thinking algebraically and understanding the concept of variable are recurrent, and can be evidenced in the students' lack of understanding of mathematical entities, such as the use of a letter to represent any number. As a result, failures occur from Basic Education to higher education. To alleviate this difficulty in Basic Education, this research seeks to contribute to improving the development of Algebraic Thinking based on teaching and learning experiences that explore Computational Thinking (CT) in Basic Education. In this sense, different didactic strategies for constructing algebraic language were used based on CT experimentation aimed at the development and consolidation of Algebraic Thinking. Such an exploratory CT approach to the development of Algebraic Thinking had the advantage of offering an intermediate step between the “concrete” and abstraction, as the concepts of variables and the need for symbolic representation for arbitrary or unknown quantities are introduced via algorithms to from concrete situations. The activities were applied to a seventh-year elementary school class in the municipal network of Cachoeirinha - Rio Grande do Sul. The class is made up of teenagers who, for the most part, have not yet had contact with the algebraic language. As results, it was observed that there is a relationship between activities that explore CT and the manifestation of Algebraic Thinking. Students who were able to develop the pillars of CT when solving a problem manifested elements that characterize Algebraic Thinking, therefore, this can be seen as an indication that the development of CT helps in the teaching and learning of Algebra in Basic Education, contrasting with what is described in the National Common Curricular Base. As indicated in the literature, it was found that the pillar of abstraction plays a fundamental role in the manifestation of Algebraic Thinking, and also that writing algorithms, even in natural language, allows checking whether the steps prior to writing them were carried out appropriately. . This approach also allowed us to verify which stage of Algebraic Thinking the student is at. A relationship was also observed between the capabilities of reading and interpreting text in problem solving and capabilities of decomposition, pattern recognition, abstraction and writing algorithms.