This article analyzes the development of the Egyptian workers' movement in the face of the 25 January Revolution through the notion of dialectical pedagogy. This Gramscian concept is extended by a Vygotskyan analysis of the reciprocal learning processes, which stimulate a proletarian activity system to overcome its economic-corporate predicament. The concrete case study of the Mahalla strike movement (2006-2008) elucidates the transformative-instructive dynamics of autoprolepsis and heterolepsis and the importance of solidarity in developing the worker Subject. The 25 January Revolution expanded the proletarian Zone of Proximal Development and created new possibilities and constraints for the development of the workers' movement. (Contains 5 footnotes.)