Text books are the most commonly used didactic resources in science learning since they include information in avariety of formats, and since they also contain an explicit or implicit proposal. Vergnaud (1990) expects the student toelaborate his descriptions and representations when interacting in different situations and with different problems,during the progressive input of a concept. This can be done by taking into consideration the books he/ she reads.Therefore, in this work we intend to describe systematically the way the electromagnetic induction concept is treated inbasic university level physics texts which are more frequently used by the students of a particular academic context.The methodology used consists in the analysis of different aspects, such as: the place where the topic appears in thetext, the way the topic is presented, the type of presentation used (graphic, symbolic, pictorial, geometric, etc), theexistence of examples, and the outlines situations. The analyzed categories were created from previous exploration andwere reformulated considering the interpretations obtained from the texts. As a preliminary result, the effectiveness ofthe approaches used in the election of the categories might be highlighted.