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Contextualization: Teaching algorithms and data structures in technical high schools presents challenges related to abstraction, problem solving, and the persistence of non-student-centered teaching models. In this context, Competitive Programming and Competition-Based Learning emerge as promising pedagogical alternatives. Objectives: This study aims to analyze the educational impacts of the teaching project "Algorithm X" on students’ learning of algorithms and data structures, as well as their motivation, autonomy, academic engagement, and perceptions regarding Competitive Programming in Technical High School. Materials and methods: The study is based on the experience of a teaching project developed with students from the Technical Course in Informatics Integrated with High School at Cascavel, Paraná, Brazil. The project was organized through weekly meetings structured around dialogic expository classes, problem solving, coding dojo, debates, simulated contests, and digital support resources. The data were obtained through an evaluative questionnaire by 37 students, and discursive responses were analyzed. Results and discussions: The results indicated a favorable evaluation of the project and recognition of its contribution to strengthening algorithmic thinking, developing problem-solving skills, motivating the study of programming, improving performance in programming-related subjects, and fostering learning autonomy. The project was understood as a space for learning and development that extended beyond the immediate context of competitions. Considerations: Competitive programming may constitute a viable pedagogical strategy for teaching algorithms in technical high schools when supported by structured didactic mediation, progressive practice, and digital resources. This approach consolidates technical skills and competencies and contributes to students' academic and professional development. Student participation in the project was not limited to the context of competitions but also involved a complementary formative process.