In this article we analyze Ethnomathematics research in Portugal in the recent past and the way it has been used in Education. We divide our reflection in three main parts. One is about people's discourse and actions and how to use them to uncover mathematical thinking. The second is about artifacts and how to use them to uncover mathematical thinking. The third is about how to use ethnomathematics research to improve mathematics education. In each of these sections we reflect on some of what has been made and we propose paths we think are worth pursuing.