Animated Films as Media for Character Education in Primary Education: A Psychoanalytic Analysis of Coco

Abstract

This study investigates the psychological dimensions and educational implications of the animated film Coco through a psychoanalytic literary perspective. Employing a qualitative descriptive approach, the research analyzes the main characters—Miguel Rivera, Héctor, Mamá Coco, and Ernesto de la Cruz—using Sigmund Freud’s theory of personality, specifically the concepts of id, ego, superego, and defense mechanisms. Data were collected through repeated film observation and documented textual analysis of scenes, dialogues, and character interactions. The findings reveal that each character represents distinct psychological configurations: Miguel demonstrates developmental conflict between personal desire and moral responsibility; Héctor reflects emotional attachment and resilience; Mamá Coco symbolizes memory-based emotional continuity; and Ernesto de la Cruz represents maladaptive personality dominated by narcissistic ambition. Furthermore, the analysis shows that defense mechanisms such as rationalization, sublimation, repression, and denial play significant roles in shaping character behavior. The study also highlights the pedagogical relevance of these psychological representations for character education in Indonesian elementary schools, particularly in fostering values such as honesty, empathy, responsibility, and family respect. The results suggest that animated films can function as effective reflective learning media to support socio-emotional and moral development in primary education contexts.