While graph theory plays a foundational role in informatics and computational thinking (CT), its instruction in elementary education remains underexplored, particularly through embodied or arts-based methods. This study examines a low-tech, psychodramabased pedagogical intervention designed to introduce graph theory as a data structure to fifth-grade students in a Brazilian public school. Students engaged in dramatizing connections and structural changes within friendship networks, enabling experiential learning of concepts such as adjacency, traversal, and modification of graph-like structures. Data were collected through teacher interviews, classroom observations, and post-intervention assessments. Findings indicate strong student engagement, symbolic appropriation of key graph concepts, and the development of abstraction and reflection skills central to computational thinking. These results suggest that educational psychodrama offers a culturally responsive, embodied strategy for introducing core CT concepts in early education, expanding the repertoire of practices in computing education.