The growing demand for 21st-century skills, such as computational thinking, poses significant challenges for teacher training, especially in mathematics. The Base Nacional Comum Curricular (BNCC), the Brazilian educational guidelines, advocates for the integration of these competencies, but educators often lack resources for effective implementation. This work describes the development and analysis of a blended teacher training course, consisting of three in-person meetings and remote hours, titled "Educational Robotics with Active Methodologies," for mathematics teachers from Elementary School (ES) and High School (HS). The course was offered within a postgraduate program in Mathematics Education at the Universidade Estadual Paulista (UNESP). The main objective was to guide teachers in integrating educational robotics and active methodologies, such as Project-Based Learning (PBL) and Station Rotation (SR), into mathematics teaching. The methodology promoted a "hands-on" approach, utilizing prototyping boards (Arduino, Micro:bit, MakeyMakey) and block-based programming software (Pictoblox) to develop practical projects connecting mathematical concepts and computational thinking. Projects, applicable to ES/HS, were organized around two General Themes: "Smart Cities" (with subproblems of lighting, traffic, and alarm control) and "Sensors and Data for a Sustainable Environment" (focusing on environmental monitoring and recycling). Activities explored mathematical concepts like proportionality, Boolean logic, sequences, optimization, magnitudes, statistics, graphs, classification, counting problems, and probability. The course demystified technologies and methodologies, making them accessible and applicable, developing BNCC competencies such as critical thinking, digital culture, communication, teamwork, and civic responsibility, alongside mathematical skills in problem-solving, data analysis, and modeling. Data analysis, from closed and open questionnaires, was qualitative, seeking to understand perceptions and experiences. The initial diagnostic assessment revealed limited knowledge in computational thinking, PBL, and SR. None had basic electronics experience (essential for safe assembly) but project simplicity minimized this limitation. Expectations were high, focusing on practical knowledge and classroom applicability. At the end, satisfaction evaluation indicated a significant increase in understanding and confidence in computational thinking and active methodologies (PBL and SR), demonstrating the effectiveness of the experiential approach. Although programming software familiarity was more varied, suggestions pointed to the need for deeper electronics understanding and online material optimization, plus a desire for more practical meetings and intelectual exchanges. In summary, the course transformed teachers' perceptions and skills, enabling them to implement educational robotics as a essential tool for mathematics teaching. Results reinforce the importance of continuing education programs addressing Information and Communication Technologies (ICT) contextually and practically, empowering educators for students' holistic development.

Keywords: Educational Robotics, Block-based Programming, Active Methodologies, Teacher Training, Computational Thinking.