Dificultades en el aprendizaje de la lectura y escritura pospandemia en niños de segundo grado del colegio villa la gaitana de la ciudad de Bogotá

This research publishes an analysis about  difficulties that have second grade children in a Bogota’s school, in relation to reading and writing learning after pandemic. For this purpose, a qualitative method study was carried out, with a phenomenological design to describe a phenomenon at the moment the information was collected with 11 second grade students from a school in Bogotá city.  In this sense, non-participant observation was carried out during the Spanish and ICT classes, using field diary as main instrument for collecting information.The analysis of results was carried out by means of open, axial and selective coding, which yielded as central category that pandemic is presented as an obstacle to the effective reading and writing learning. Consequently, it was possible to conclude that children who received initial teaching of reading and writing processes during the pandemic presented difficulties in writing, demonstrating different specific errors at the moment of writing to dictation and spontaneously, which allowed identifying the importance of affective bonds, which strengthen interaction, so that face-to-face classes are an essential part of learning, without leaving aside the need to learn about ICT management to be able to respond to the needs of the different contexts.