The aim that guides the current research points to a formulation of the concept of youth education of Cuba´s neighborhood Habana sector from conceptualization of imaginary instituting and instituted by The Imaginary Institution of Society (1975)1, which conceives the instituted from two perspectives: first institution as sector, the second institution defined as societies that determine imaginary significations through a set of dominant values and norms that make laws for the support of all social order. However, society evolves over time, so the instituting moves as transforming power to reframe the instituted and make way for new laws according to the needs of the moment. In this sense, it confronts imaginary instituted and instituting of Havana´s youth sector in order to legitimize the meanings of education prevailing in the community, through the development of a methodological tool inspired by the aforementioned theory of Cornelius Castoriadis, but framed in the concept of education which allows understanding of point of views and educational practices lived there, to finally identify the imaginary of education that youth in this sector have been built after his experience in the world of life.