En esta sala se muestra la historia de Mina a partir del horizonte prehispánico; los distintos pobladores antes de la llegada de los españoles, su hábitat natural y cultural, así como sus costumbres y tradiciones. También se ilustra el periodo colonial y de evangelización, al igual que la fundación de Mina, cuando era la Hacienda de San Francisco de Cañas, así como el origen de varios de los actuales municipios aledaños: Monterrey, Hidalgo, Abasolo, El Carmen y Salinas Victoria.
En esta sala se dan a conocer los principales acontecimientos a partir de la guerra de Independencia, con un tratamiento en especial acerca de la labor de Francisco Javier Mina, de quien se tomó el nombre para el actual municipio, por haber sido un defensor de la nacionalidad mexicana, teniendo doble mérito por ser de origen español.
Salas de Exhibición en Mina, Nuevo León
En estas tres salas se exhibe la riqueza paleontológica de la zona, mediante el estudio de organismos o fósiles de tiempos prehistóricos. Lo expuesto es producto de muestreos, excavaciones y análisis del material palentológico. En términos generales, este espacio se ocupa de los cambios geológicos más relevantes que han afectado al estado de Nuevo León.
Aquí el visitante se entera de los distintos procesos culturales de los primeros asentamientos humanos en el municipio de Mina, con cuya información podrá hacer una reconstrucción histórico-ambiental de petroglifos, cazadores nómadas, manifestaciones artísticas y arte rupestre.
La Geología y Mineralogía
Aquí se expone todo lo referente a la ciencia de la geología, pues la mineralogía es parte fundamental de dicha ciencia. Se muestran las colecciones de los diversos tipos de minerales y rocas que forman parte de la corteza terrestre, con piezas y materiales donados por instituciones afines y particulares. A manera de introducción se puede observar un análisis de la estructura interna de la Tierra, en donde se aprecian sus capas, corteza, manto y núcleo externo e interno, y con ello se puede observar también los fenómenos geológicos con imágenes de dichos procesos.
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Los fenómenos geológicos aquí ilustrados se conocen como geodinámica interna y geodinámica externa, que tienen que ver con fenómenos como el intemperismo, la erosión y la sedimentación. La sección más atractiva es la exhibición de las piezas de minerales de distintas clases, así como la presentación de las rocas ígneas, sedimentarias o metamórficas.
Arte y Tradición
En esta sección se exhiben utensilios de la cocina tradicional mexicana, como bateas, canastas, mesas y jarros, mediante los que es posible visualizar el modo de vida de nuestros antepasados, aún en los aspectos más sencillos de su existencia. Muestra diversas obras de arte, entre las que se encuentra un óleo de santo Tomás de Aquino y una colección de piezas religiosas que se encuentran en comodato con el museo.
El Fidencismo
En esta sala se expone el testimonio histórico de un fenómeno antropológico contemporáneo: el fidencismo. Desde los años 20 del siglo pasado la comunidad de Espinazo, Nuevo León, se convirtió en el centro ceremonial de un joven oriundo de Irapuato, Guanajuato: José Fidencio Constantino Síntora, conocido como Niño Fidencio, quien curaba y sanaba a mucha gente.
Universidad Autónoma de Nuevo León (UANL)
The Universidad Autonoma de Nuevo Leon was officially founded in 1933, although its origins are older with the schools of Law, Medicine and Pharmacy, Escuela Normal, and Colegio Civil which were established before that time. At its inception, this university’s name was Universidad de Nuevo Leon, now U.A.N.L. stands for Universidad Autonoma de Nuevo Leon.
The educational institution was founded in 1933 based on the School of Law that emerged in 1824 in the classrooms of the Seminary College of Monterrey according to the decree of the Sovereign Constituent Congress of October 13, 1823. This civil regulation was applied in an ecclesiastical institution because it was the only institution of higher education that existed in northeastern Mexico.
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Finally, the School of Nurses in 1915 and the industrial schools “Pablo Livas” in 1922 and “Álvaro Obregón” in 1930, were the creation of the revolutionary governments. They were promoted by individuals, most of whom emerged from the armed conflict of 1910. The trigger was the project of regionalization of higher education undertaken in 1921 by the Secretary of Public Education headed by José Vasconcelos.
That year, an important representation of the Monterrey society formed by businessmen, professionals, and teachers presented the initiative to establish in Monterrey one of the four universities that the Federation intended to create in the nation. The project could be resumed until the Sonora group was in power. Governor Aarón Sáenz Garza prepared the conditions for the administration of Francisco A. Cárdenas to undertake its creation.
At the same time, youth from the urban middle class, organized in guilds of the schools of Law, Medicine, Colegio Civil, Normal Superior, and Pharmacy, joined the campaign for their organization. For this reason, when Pedro de Alba was commissioned by the Ministry of Public Education (SEP), his task was not only executive but also political, as he established a balance in the University Organizing Committee of the various forces at work in the state, as well as in the composition of the first University Council.
In the first instance, it brought together representatives of students, professionals, government, business, banking, the press and various social and professional organizations. However, Vasconcelos supporters were not included in the process, who promoted the establishment of the institution.
On May 31, 1933, one of the essential works of the Organizing Committee culminated with the promulgation of the first Organic Law of the Universidad de Nuevo Leon, a public service institution destined “to procure the integral education of man on a plane of absolute equality and in a fair balance of forces, values and activities”, according to the objective stated in its first article.
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However, the legal character that the law granted to the University was established with a broad approach of freedom in terms of its technical, doctrinal, and teaching procedures. The main purpose of independence is to free the University from political, electoral, and bureaucratic influences, transitory contingencies, and foreign pressures.
On September 25, 1933, its courses began in four colleges and six schools whose classrooms received 197 undergraduate students and 1,229 high school students. The institution included Medicine, Law, and Social Sciences, as well as the Normal School, Colegio Civil (transformed into the Escuela de Bachilleres), the Pablo Livas, and Álvaro Obregón industrial schools.
The University was born at the same time as technical and scientific developments that were in progress in the third decade of the twentieth century. The schools of Engineering, Chemistry, and Pharmacy based their programs on the new knowledge that UNAM students were learning. The original conception of establishing La Universidad del Norte did not succeed due to the lack of support from neighboring states, in considerable part due to the effects of the economic crisis of 1929.
Students and graduates of the University were directly involved in the modernization of industry and the countryside. They also worked in the transformation of infrastructure throughout the country, the expansion of health services and, generally, in the development of society.
The relationship between the revolutionary State and the University came into conflict every time the balance of power shifted. Although its Organic Law postulated it, the institution could not escape from the prevailing political situation. The federal government’s project to base education on the doctrine of scientific socialism meant for the nascent educational institution a stage of reform and change of orientation, a factor that influenced the removal of Governor Francisco A.
While the reform was political, it was also true that there was a common agreement in some sectors regarding the fact that the educational task should be based on the ideology, postulates, and orientations of the Mexican Revolution. In other words, it should have a social orientation, even though this implied threatening the principle of academic freedom.
On September 28, 1934, the crisis was finally resolved by the state authorities. Through the dissolution of the University and the creation of the Organizing Commission of the Socialist University, chaired by Martínez Villarreal, and the Federation of Socialist Students (FES).
In order to give continuity to this project, Governor Quiroga gave way to the creation of the Consejo de Cultura Superior, on September 7, 1935, a legal figure that served as a coordination of schools and faculties in charge of the functions of the extinct University.
For eight years, Consejo de Cultura Superior directed the higher technical and professional studies in the state and the progress of its schools under the direction of a directorate presided successively by Martínez Villarreal (1934 - 1935), the provisional governor Gregorio Morales Sánchez (1935 - 1936) and Enrique C. Livas (1936 - 1948). However, it is necessary to qualify the characteristics of the period.
It can be said in general terms that the socialist tendency was emphasized and defended by students, teachers, and authorities, but these were vociferous expressions to openly show an approach in accordance with the mandates of the central power, but this does not mean that historical materialism was the basis of university teaching.
The transformation process that arose from the modernizing policy in higher education under the administration of President Manuel Avila Camacho, was initiated on December 1, 1940. By then, as mentioned, the notion of socialist education had been diluted.
In this new exercise of balance, new departments were created in order to give them spaces of action from where to promote intellectual and cultural activities. Rangel promoted, through the Department of University Social Action, the creation in 1944 of the Musical Culture, University Theater, Painting, and Drawing, and Radio sections in charge of teachers Josémaría Luján, Miguel D. Martínez Rendón, Ignacio Martínez Rendón, and Pedro Garfias, respectively; the publication of the magazines Armas y Letras and Universidad, which were important vehicles for cultural dissemination; the program Hora Universitaria, broadcast by XEFB, the annual activities of the Summer School, starting in July 1946, under the direction of Francisco M.
The climate of conciliation and stability within the University favored achievements such as a small, but finally, expansion of the educational offer, construction of school buildings, including the construction of new and modern buildings for the faculties of Chemical Sciences and Medicine, and reforms to the study plans, was soon broken for reasons beyond the Institution’s control.
The 1948 onslaught of political origin revealed once again that university conflicts were not only those arising internally but between the University and the political and social system of which it was a fundamental part. In the meantime, as a result of the 1948 process, the balance of the “just balance of forces” shifted again at the University by determining the displacement of the “continuity” represented by Enrique C.
In the academic field, the Schools of Philosophy and Literature (1950) were born, following preparatory courses in humanities that included Greek and Latin as classical languages and French as a modern language, literature, and philosophy; Commerce and Administration (1952), which offered courses in Auditing and Public Accounting; Physical-Mathematical Sciences (1953), Biological Sciences (1952) and Agronomy (1954), the latter as a result of the efforts of Eduardo Aguirre Pequeño; and Economics (1957), as well as the Escuela de Bachilleres in the municipality of Linares (1953).
The current building of the School of Medicine was concluded, to which the Civil Hospital was integrated by decree of June 2, 1952, acquiring the character of a University, consolidating the ideal of the clinical practices of the students in the hospital-school binomial. The Casa de Enfermeras building was annexed to the hospital.
With the impulse of Rangel Frías -first as rector and since 1955 as governor-, supported by the rectors Roberto Treviño González and Joaquín A. Mora, the University Board of Trustees, and the support of students, professors, and society in general, one hundred hectares of land in Military Field No.
Si bien se contó con la colaboración federal en el diseño del conjunto, la Universidad tuvo capacidad propia para elaborar por si misma el trazado universitario, creando una oficina técnica que resolvió el problema del planteamiento urbanístico y el diseño arquitectónico de los edificios bajo una corriente moderna.
Una vez cedido el predio se construyeron uno tras otro los edificios de las distintas facultades de la Universidad, materializando conceptos importados de otras universidades, especialmente norteamericanas, cuya influencia se recibió a través de la Ciudad Universitaria de la UNAM del Pedregal de San Ángel.
In the first stage, the buildings for the Schools of Law and Mechanical and Electrical Engineering were opened, together with the laboratories and workshops, the Olympic Pool, and the flagpole, inaugurated on November 20, 1958. The infrastructure also included the Rectory Tower (1961), the University’s coat of arms on the esplanade (1961), and the University Stadium (1967), where the Tigres Soccer Club made its debut in the second division.
The 1967-1972 period was the stage in which the process that led to one of the key events in the life of the University of Nuevo Leon took place: the university’s autonomy. In February 1971, the university students united around the President, Héctor Ulises Leal Flores, and began a process of defense and definitive reaffirmation of university autonomy.
The Secretary of Public Education, Víctor Bravo Ahuja, led a conciliation effort through modifications to the university law, the result of which was the promulgation of the fourth Organic Law of the University, enacted on June 6, 1971. Inspired by UNAM’s legislation, it reaffirmed university autonomy and emphasized a new figure of regulatory authority called the Governing Board, which from then on was responsible for appointing the rector and the directors of faculties and schools.
The increase in the school population in response to the demand for higher education led to a three-fold increase in the population in six years after exceeding ten thousand students. In addition to this growth, the physical infrastructure grew by more than 100,000 square meters of construction.
In response to this phenomenon and in order to broaden the opportunities for access to education, the University incorporated new educational techniques, such as open, semi-open, individualized, or personalized systems. Likewise, one of the aspects that were remedied after the institutional crisis was the link with private enterprise.
The UANL inaugurated an approach of mutual knowledge with one of the most important social sectors: the powerful business and industrial group of Monterrey. Linares Campus was built within 217 acres of Hacienda de Guadalupe, as part of a large-scale project to develop and decentralize scientific education and research activities.
The University established another academic complex in the southern sector of Monterrey known as Mederos Campus. The atmosphere of university stability was emphasized by Gregorio Farias Longoria (1985-1991): “The University is a harmonious system of differences that is maintained in balance based on respect among its components.
One of the most significant changes in the Institution took place in the mid-1980s when the development of informatics led to more intensive use of microcomputers in the different departments, including the beginning of automation systems in administrative, academic, and research processes. Students received training in their use, until a change was made to the study plans to incorporate two subjects of introduction to computing in the third and fourth semesters.
Professors were also trained in the use of this tool as a support to teaching and research. In December 1991, the Maximum academic institution aimed at reaching academic excellence in order to increase the quality of the graduates at all levels. Under the leadership of Manuel Silos (1991-1996) an education reform was included in our school programs.
Emerging technology of internet simplified academic and administrative procedures online. The fiber optic network for digital telephone communication and data transmission, supported research and cultural tasks. During Rogelio G. Garza Rivera (2015-2021) administration, UANL is now recognized by national and international organizations among the best from a global approach.
UANL also expanded opportunities for access to a greater number of young people who wish to study at the University, reaching for the first time the number of registered students at the beginning of August-December 2018. UANL 4.0 a new initiative which, in addition to training Human Resources with digital skills, promoted research and innovation within the framework of this technological revolution.
Some efforts were made for reducing water and electricity consumption. Sustainability criteria was established with the construction and remodeling of buildings to determine the efficiency of cooling and lighting systems. The University Senate approved the shield and motto of Universidad Autonoma de Nuevo Leon created by Enrique C. Livas and Joaquin A. Mexico’s President Adolfo Lopez Mateos, Governor Raul Rangel Frias, and the University President Joaquin A.
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