This study' s objective was to evaluate the information about behavioranalysis/radical behaviorism presented in basic books utilized in educationundergraduate courses in Brazil. Twenty-five Psychology books presented (a) at leasttwo psychology approaches and (b) titles referred to education, learning or teachingwere selected for analysis.The analysis of each book evaluated (a) the accuracy of the description of basicbehavior concepts; (b) the accuracy of the description of radical behaviorism principlesdescriptions; (c) the occurrence of references to Skinner's work and (d) the descriptionof Skinner' s views of teaching.Results indicated that accuracy of descriptions were not related to any kind ofreference to Skinner's work. The majority of the Psychology text books analyzed wereinnacurate on their description of both, behavior analysis and radical behaviorism'sprincipies When the text books presented accurate descriptions in a part of the text,most often the same subject was inaccurately presented in another part of the text,revealing inconsistency, probably because the authors' lack of familiarity to thebehavior analysis.The majority of the concepts presented were related to the response-reinforcermentrelations and extinction, while most of the radical behaviorism principles discussedwere related to private events. Aversive control and its supposed relationship withtotalitarianism is no longer presented; criticism and refusal behavior analysis/radicalbehaviorism are directed mainly to private events mainly. Radical behaviorism is stilldisqualified because it does not work with "mental" events.Skinnerian's views on teaching presented in the books are incomplete. They relybasically on descriptions of technical means of instruction. The importance of educationfor the culture is not discussed and the role of verbal behavior is not taken as the means of cultural transmission and new practices