Citizen participation is a topical aspect of the stage of evolution of the European Union and with obvious repercussions on the educational level. From teaching or formal education, but especially from training, there is a constant concern of how to involve young people so that there is greater democratic participation in designing the Europe we want. This order is the culmination of a process of formation of social thought on youth and insert in various social contexts.In this regard it should be understood the importance of social and civic competence in relation to all areas of the curriculum, especially those related to creativity, literary and narrative expression, projection, analysis of reality, etc.No doubt that be think critically for coexistence in society or to become part of the public, ultimately being a citizen and as such exercised with responsibility and com-mitment requires a knowledge of the past and present in which the European Union is, and also requires capacity to think or alternative solutions to social problems, but also required to participate, somehow apply social knowledge to the social, political or cultural.That is why in the first phase of this project will be conducted in different groups training on the European Union, flexible and tailored to the youth interests.Course content is based on the development, structure, functioning, competencies, internal and external dynamics in the political, legal, economic and social context of the European Union and the role of each country in it.Once the knowledge is acquired the jívenes travel to Valencia to express through the creation of stories, fables, stories, etc expectations that young people want Europe.Why this approach? The narrative has been traditionally used worldwide as a technique of informal social education and has been introduced and disseminated knowledge and morals of children and adults worldwide. Through the Language Proficiency, namely writing fables and fantastic stories, different basic, such as personal autonomy, approaches to learning, knowledge and interaction with the physical world, Information Processing, Cultural and Artistic skills are stimulated .In this through the traditional narrative will be achieved:• reach young• Facilitate the realization and confession of fears and expectations• Promoting tolerance and break stereotypes,• create a common European identity• empower young people to move from the personal to the collective view• Enhance imagination and optimism of youthParticipants will have the opportunity to:• acquire an introduction to technical narrative approach• Working in multicultural groups• Use exercises to allow developing creativitycreate educational tools that use narration and its value to address different issues (eg, political, social, etc).This submission will be framed in two of the specific objectives of the Education Strategy of the European Union 2020:1. Promoting equity, social cohesion and active citizenship: education and training should enable all citizens to acquire and develop the skills and competencies needed for their employability and foster further learning, active citizenship and dialogue intercultural.1. Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training: it is necessary to promote the acquisition of transversal key competences by all citizens and ensure the functioning of the knowledge triangle (education, research and innovation)The indicators of these two objectives set out in the coherent framework of indicators and benchmarks for monitoring the Lisbon objectives are based on the following areas of intervention indicators:Key skills for young peopleThe acquisition of basic skills is essential to work in a knowledge society. For that reason, the Council has developed a benchmark aimed at reducing by at least 20% the percentage of 15 year olds with reading problems in the EU compared with 2000.